
Class - 

Book -V^?-^ 

C0»RICHT DEPOSrr. 



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lOOo 

PEDAGOGICAL 





HOW TO TEACH 
HOW JSOT TO TEACH, 



^^ENTY ^X3t^' 



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EDITED BY 

J. D. HOLCOMB. 



CLEVELAND, OHIO: 
J. R. HOLCOMB & CO., PUBLISHERS. 






~^r£:rrj'jrr^x^M'yMj'j:£X^r££^£^j'M£JXM^i:irjrjf£^^ 



1000 PEDilGOGIGflli 

DONT'S 



HOW TO TEACH AND HOW NOT TO TEACH. 

A ygRFRS OF 

EDUCATIONAL COiOlAXDMENTS 

POnmNG OUT BRIEFLY BUT CLEAKLT A3fD AUTHORITIVELT 

EREORS TO BE AVOIDED 

AJSD TELLING PLAISLY 

WHAT TO DO IN ORDER TO BECOME A SUCCESSFTL 
TEACHER. 



EACH DONT OR COMMA>-DMEyr LS BASED Oy SOME WELD- 

KNOW>- STANDARD AUTHORITY OR WORK, TO 

V\-HICH SPECIFIC REFERE>'CE LS MADE. 



A HAND-BCOK OP MODERN METH0D6. RULES, AIDS A^TD DEVICES 

PERTAlXDrG TO EVERY PHASE OF SCHOOL WORK ; CON- 

TAEflNG THE GIST OF MA.NT COSTLY VOLUMES 

,~ ^ ^. AXD PRRSKXTiyG AN EPITOME OF 

FEDAG06ICAL SCIENCE. 



S^- 



-KMTED BY 

J. D. HOLCOMB. 



CLBVBLAND, OHIO : 
J. B. HOLCOMB A CO., PUBLISHERS. _ .' 

CopTTighX, ISSa; t-y J. R. HOLCOMB i CO. 




* Thou must be true thyself, 

If thou the truth wouldst teach ; 

Thy soul must overflow, if thou 
Another's soul wouldst reach." 



P REFAC E. 

To busy teachers, who are seeking light on the perplexing prob- 
leras connected with Methods of Teaching and School Management, 
this epitome of the views of leading educators, is respectfully 
dedicated. 

Each Don't is substantially a quotation from some recognized 
standard authority, proper credit and accurate reference being made 
in each case. While the syntactical structure of the sentences 
quoted has often been changed somewhat to conform to the plan of 
of the work, the meaning of the author has been carefully preserved. 
This makes the manual a reliable Compendium of Rules on the Theory 
and Practice of Teaching. It contains the gist of many costly vol- 
umes, classified and arranged for ready reference. 

No effort has been made to harmonize the various views pre- 
sented, the aim being to include representative opinions on all of the 
topics embraced in the manual. It contains not the whims of a one- 
sided specialist but the combined wisdom of the many. 

Of course this, manual is not intended to supersede the more 
extended works from which it has been so largely drawn. They are 
for patient, continued study; this is for quick and constant reference. 
They plant principles and elaborate theories; this shoots straight at 
the mark a thousand arrows, barbed so they will stick in the mind. 

Those who wish to make a deeper study of Pedagogics are re- 
spectfully referred to the following-named works from all of which 
quotations have been freely made with the kind permission of the 
respective publishers whose names are given in alphabetical order : 

(1) Baldwin's School Management, (2) Johonnot's Principles and Practice of 
Teaching, D. Appleton & Co ; (3) DeGraff's School-Room Guide, (4) Hoose's 
Methods of Teaching, C. W. Bardeen; (5) Page's Theory and Practice of Teach- 
ing, (6) Holbrook's School Management, (7) Giffin's Way to Teach, (8) North- 
end's Teacher's Assistant, A. S. Barnes & Co.; (9) Hottmans Science of Mind, 
Fowler and WeUs Co. ; (10) Mason's 1000 Ways of 1000 Teachers, A. Flanagan; 
(11) Swett's Methods of Teaching, (12) Calkins's Manual of Object Teaching, 
Harper & Bros. ; (13) Spencer on Education, J. R. Holcomb & Co. ; (14) Parker's 
Talks on Teaching, (16) Dewey's Manners, (16) Kellogg'a Scnool Management, 
E. L. Kellogg & Co.; (17; Wickersham's Methods of Instruction, J. B. Lippin- 
cott Co ; ( 18) Orcutt's Teachers' Manual, New Eng Pub. Co. ; (19) Brooks's 
Normal Methods of Teaching, (20) Mental Science and Culture, Penn Publish- 
ing Co. ; (21) Raub's School Management and Methods of Teaching, Raub & Co. ; 
(22) Lind's Methods of Teaching Country Schools, (23) Coombs's School Man- 
agement, J. E. SheiTill; (24) Kiddle's How to Teach, (25) White's Elements of 
Pedagogy, (26) Eclectic Manual of Methods, Van Antwerp, Bragg & Co. The 
other works quoted from are of English authorship. Some of them are re- 
prmted here, and all are supplied by the publishers of this manual. 

Many teachers read spasmodically, or not at all. This ought not 
to be. There should be regular study and constant growth. Make 
it a point to get at least one new idea each day. If you have no time 
for the larger works, you can at least keep this manual in your pocket 
or on your desk for daily reference. It is a trustworthy guide and 
we have aimed to make it truly helpful. That it may make you a 
happier and better teacher is the earnest wish of 

^"^ THE AUTHOR. 



TABLE OF CONTENTS. 



PAGE. 

Rules, ....... 7-8 

Recitation, ....-- 9-10 

Questioning, ...--. 11-13 

Attention, .-.--. 13-14 

Discipline, ....-- 15-17 

Punishment, ------ 17-20 

Rewards, ------- 20-21 

School Management, - - . - 21-23 

Habits, ------- 24-25 

Hygiene, ------ 25-26 

Methods of Teaching, ----- 27-30 

Word-Voice-Manner, - - - - 30-34 

Moral Training, ------ 34-36 

Hints on Success in Teaching, - - - 36-39 

Object Teaching, ------ 40-41 

Signals, _.--.- 42-43 

Language, ------- 44-45 

Recreation, ------ 45-46 

Recess, - - - - - - - 47 

Memory, ------ 48-49 

Examination, .-_.-- 50-51 

Review, --..-. 51 

Whispering, ----_. 52 

Courtesy, ---_._ 53 

How TO Study, ------ 54 

Attendance, ------ 55 

Classification, ------ 56 

Programme, ------ 57 

General Notes, ----.- 58-64 



PEDAGOGICAL DON'TS 



I: 



RULES 

\ 

1 Don't draw up a series of riiles for the government of your 

pupils on the first day of schooLv Raub's Sch. Man., p. 65. 

2 Don't make many rules. Raub^s Sch. Man., p. 196. 

3 Don't make unreasonable rules. Baub's Sch. Man., p. 196. 

4 Don't make inflexible rules under any conditions. 

Ravb^s Sch. Man., p. 198. 

5 Don't make any rules unless you mean to enforce them. 

Baub's Sch. Man., p. 198. 

6 Don't make many rules with penalties attached. 

Raub's School Management, p. 196. 

7 Don't forget this rule, "Commend when you can, and censure 

when you must." Raub's Sch. Man., p. 125. 

8 Don't adopt regulations that are likely to insinuate that pupils 

cannot be trusted. Raub's Sch. Man., p. 190. 

9 Don't permit rules to remain on the list without attempting to 

enforce them. Rules disobeyed without punishment are worse 
than no rules at all. Raub's School 3fanagem€nt, p. 198. 

10 Don't make a rule until there is a necessity for it. This avoids 

all rules on the first day. Coombs' s Sch. Man., p. 100. 

11 Don't begin by telling pupils what they must not do. 

Coombs' s Sch. Man., p. 125. 

12 Don't make any rules that can not be enforced, nothing will 

injure you more than an impracticable rule. 

Coombs' s Sch. Man., p. 99. 

13 Don't make many rules, nor useless ones; if you do they will be 

broken. Coombs' s Sch. Man., p. 99. 

14 Don't make the programme your master. 

Coombs' s Sch. Man., p. 88. 

15 Don't forget that it is much easier to prevent a disturbance than 

to rectify it. Coombs' s Sch. Man., p. 88. 



PEDAGOGICAL DON'TS 



16 Don't make any rules that have not been well considered 

beforehand. Orcuifs Teachers^ Manual, p. 21. 

17 Don't fail to impress upon the minds of your pupils that they 

must be subject to the laws of the school at all times. 

OrcutfsT. Ji.,p. 28. 

18 Don't forget that the pupil must be taught and made to believe 

that all school regulations and laws are based on authority. 

Or cute s T. 3/., p. 23. 

19 Don't forget that a system of rules while it lasts must be inflex- 

ible, earnest, strong, thorough. OreuWs T. il/., p. 24. 

20 Don't try to see how many rules you can make. There should 

be a few cast-iron rules beginning with ''Thou shalt," or 
"Thou shalt not." Hughes's ^listakes in Teaching, p. 54. 

21 Don't be perpetually making commands. Spencer on Ed. p. 199. 

22 Don't give an order without having it obeyed by all to whom 

it is given. Hughes's Mistakes in Teaching, p. 70. 

23 Don't give a command when a suggestion will do instead. 

Hughes's Mis. in Teaching, p. 36. 

24 Don't make a single rule which you do not rigidly enforce. 

Swett's Meth. of T., p. 98. 

25 Don't make many rules, nor indulge in much talking about 

infringements of them. Swett's Meth. of T., p. 71. 

26 Don't make cast-iron rules with unchangeable penalties. 

Sicett's Meth. of T., p. 75. 

27 Don't forget that you can more easily win children by kindness 

than drive them by authority. Swett's Meth. of Tectch., p. 89. 

28 Don't reprove, but encourage, slow plodding children. 

Sxcett's Meth. of Teach, p. 87. 

29 Don't forget that prompt obedience if insisted upon in little 

things becomes available for great things. 

Fitch's Lect. on Teaching, p. 103. 

30 Don't have a needless multiplication of unmeaning offices in a 

school. Fitch's Lect. on T., p. 98. 

31 Don't tell your pupils only what not to do, but also what to do. 

Giffin's Way to Teach, p. 5. 

32 Don't announce rules of order the first day, but say, "I expect 

each pupil to do just what he thinks is right." 

Baldwin's Art of School Man., p. 116. 

33 Don't forget that "Keep the pupils interested and busy'' is the best 

rule ever given for the management of schools. 

Baldwin's Art of School Man., p. 125. 

34 Don't rule as a tyrant nor depend upon heart-power alone to 

govern your school. Use all the elements of governing power. 
Baldwin's Art of School Man., p. 134. 



RECITATION- 



RECITATION 

1 Don't criticise pupils while reciting, but wait until they have 

finished. Coombs^ s Sch. JIan., p. 56. 

2 Don't forget that he who cannot manage a recitation skillfullj 

cannot teach. Recitation is the chief means of imparting 
instruction. Coombs' s Sf:h. Man., p. 47. 

3 Don't forget that recitation is the place where inaccuracies 

should be corrected. Coombs^s Sch. Jlan., p. 48. 

4 Don't forget that in the recitation it is the duty of the teacher 

to ascertain the extent of preparation, and to estimate the daily 
progress of every pupil. Coombs' s Sch. Man., p. 47. 

5 Don't have classes bo large as not to be able to have every 

pupil recite at every recitation. OrcuiVs T. J/., p. 77. 

6 Don't forget that as the recitation is wholly the work of the 

pupil, he should recite independentlv and topically, as far as 
possible. 'OrcuU's T. M.,ip. 123. 

7 Don't adopt anv order of recitation for the class. 

Orcutt's T. M., p. 104. 

8 Don't forget that study and recitation are the only business of 

the pupils in the school-room. Orcutt's T. M., p. 30. 

9 Don't forget that instruction is useful and important only so far 

as it secures, directs, and controls earnest studv and careful 
recitation. Orcutt's T. M., p. 101. 

30 Don't deprive your scholars of individual and daily recitations 
for if vou do vou rob them of half the benefit of the school. 

OrmWs T. M., p. 102. 

11 Don't forget that recitation is the exercise of expression, and 

like study belongs whoUy to the scholar. Orcutt's T. M., p. 76. 

12 Don't think any lesson has been fully learned, and fixed in the 

memory until it has been carefully recited. 

Orcutt's T. M., p. 77. 

13 Don't substitute a lecture bv vourself for a recitation bv your 

class. ' ' Orcutt's T. J/"., p' 98. 

14 Don't stand too near the class but take such a position as will 

enable you to see every pupil at the same time. 

Hughes's Ms. of T., p. 22. 

15 Don't continue a lesson too long. Hughes's Mis. in T., p. 87. 

16 Don't look fixidly at the pupil who is reading or answering. If 

there is one pupil who does not need watching he is the one. 

Hughes's Ms. in T., p. 82. 



JO PEDAGOGICAL DON'TS 



17 Don't try to teach too many points in a single lesson. 

Hughes's Mis. in T., p. 93. 

18 Don't devote attention chiefly to the smart pupils in your class. 

Hughes's 31is. in T., p. 95. 

19 Don't stop short with hearing a lesson, add something to it; 

discuss it, talk about it, even though you cannot reduce the 
talk to precentage. Swett's Meth. of Teach., p. 96. 

20 Don't fail to have something interesting to say to your scholars 

at every recitation. Swett's Meth. of Teach., p. 89. 

21 Don't begin a recitation until you have prepared the lesson 

yourself and decided how much of the work the pupils can do 
for themselves. Giffin's Way to Teach, p. 25. 

22 Don't name the pupil who is to recite before asking a question. 

Oijgiin's Way to Teach, p. 24. 

23 Don't use a text-book in conducting your recitations. 

Giffin's Way to T., p. 6. 

24 Don't call on bright pupils more frequently than on dull ones. 

Qiffin's Way to Teach, 24. 

25 Don't forget that the school-room presents no more delicate or 

difficult work than the recitation, and that nothing else tests 
more severely the teacher's skill. 

Wickersham's M. of Ins., p. 154. 

26 Don't forget that the thing to be studiously avoided by the 

teacher in recitations is the asking of such questions as by their 
form give the class an idea of the answer. 

1000 Ways of 1000 T., p. 127. 

27 Don't forget that in every recitation the attention of the pupils 

who are not reciting should be directed to the one who is 
reciting, for mistakes of omission as well as commission. 

1000 Ways of 1000 T., p. 126. 

28 Don't recite for a pupil or class, it will do the pupil no more 

good than to eat his dinner for him. 1000 Ways of T., p. 175. 

29 Don't resort to the book during recitation. 1000 Ways, p. 127. 

30 Don't let any lesson be longer than three-quarters of an hour. 

Fitch's Led. on Teach., p. 63. 

31 Don't require a class in the primary grades to spend more than 

half an hour, at one time, in the same exercise. 

Kiddle's How to Teach, p. 253. 

32 Don't allow pupils to use unnatural tones in speaking or reading. 

Kiddle's How to Teach, p. 28. 

33 Don't rely to much on simultaneous recitations. 

Page's Theory and Prac. of Teaching, p. 151. 

34 Don't continue recitations too long. Short, lively recitations are 

better than long, dull ones. Baldwin's Art of S. M., p. 328. 



QUESTIONING 11 



gUESTIONING 

1 Don't put questions in such form as to suggest the answer. 

Page's Theory and Prac. of Teaching, p. 134. 

2 Don't fail to give due regard to the matter, form, and mode of 

the questions you ask, and to give equal attention to the 
matter, form, and mode of the answers. Orcutt's T. M., p. 96. 

3 Don't tell pupils that they are wrong, when they make mistakes, 

but ask the question that will set them right. 

Parker's Talks on T., p. 118. 

4 Don't fail to have the questioning at the close of a lesson search- 

ing and directed to the most important features. 

GiWs Sch. Man. p. 132. 

5 Don't neglect in forming questions to see that they are well 

worded, not ambiguous, but pertinent to the subject and 
demanding a specific reply. Gill's Sch. Man., p. 132. 

6 Don't fail when an error has been made and corrected by the 

pupil who made it, to give him the same question a few 
minutes afterwards. 1000 Ways of 1000 T., ^. 188. 

7 Don't think that your duty consists in keeping your pupils still 

and getting replies to questions, many of which you could not 
answer yourself. 1000 Ways of 1000 T., p. 176. 

8 Don't apply to another pupil for an answer to a question before 

the one who is reciting has finished. Giffin's Way to T., p. 25. 

9 Don't allow more than one pupil to ask or answer a question at 

the same time. Giffin's Way to Teach, p. 25. 

10 Don't ask questions that are not worth answering. 

Giffin's Way to Teach, p, 26. 

11 Don't allow a pupil to answer a question with a rising inflection. 

Giffin's Way to Teach, p. 27. 

12 Don't ask a second question until the first has been satisfactorily 

disposed of. Giffin's Way to Teach, p. 26. 

13 Don't commence by asking questions that are not easy for your 

pupils to answer. Calkins' s M. of Obj. T., p. 51. 

14 Don't use formal questions. Calkins's M. of Obj. T., p. 352. 

15 Don't put questions that you could not answer yourself, or to 

which you have no reasonable right to expect an answer. 

Fitch's Led. on Teach., p. 159. 

16 Don't leap to the conclusion that because your question is not 

answered nothing is known. Take your question back, alter 
its shape, or put a simpler one. Fitch's Led. on T., p. 161. 



12 PEDAGOGICAL DON'TS 

17 Don't forget that by skillful questioning the pupil is led to dis- 

cover truth for himself. Baldwin^ s Art of S. M., p. 332. 

18 Don't neglect to encourage your pupils to invent new questions 

on each rule before you pass from it to the next. 

Fitch's Lect. on T., p. 272. 

19 Don't forget that questioning is the grandest method of the 

skilled and cultured teacher in teaching new facts or thoughts. 
Hughes's Mistakes in Teaching, p. 94. 

20 Don't accept partial answers from your pupils. 

Hughes's Mis. in T., p. 98. . 

21 Don't put questions to pupils in rotation, for in that way you are 

teaching but one at a time, Hughes's Mis. in T., p. 80. 

22 Don't repeat a question for the sake of those who do not hear if 

the first time. Hughes's 3fis. in Teaching, p. 87. 

23 Don't aUow pupils to know who is likely to receive a question 

until it has been given. Hughes's Mis. in T., p. 80. 

24 Don't confine yourself to the printed questions of the text-book, 

and do not require your pupils to give their answers in the 
exact words of the text- book. Swett's Meth. of Teach., p. 97. 

25 Don't neglect occasionally to let your pupils question one another. 

It will do them as much good to ask a question as to answer it. 

Swett's Meth. of T., p. 95. 

26 Don't repeat a question. Your pupils should be attentive and 

hear it the first time. Raub's Sch. Man., p., 125. 

27 Don't ask aimless, obscure, or irrelevent questions. 

Maub's Sch. Man., p., 126. 

28 Don't ask all the questions, permit your pupils to ask some. 

Maub's Sch. Man., p. 128. 

29 Don't ask questions only of the attentive ones, but question the 

inattentive ones. Raub's Sch. Man., p. 125. 

30 Don't put your questions in such a manner that your pupils can 

answer them without thought. Raub's Sch. Man., p. 125. 

31 Don't fail to give promiscuous questions. 

Raub's School Management, p. 125. 

32 Don't question your pupils in the order in which they are seated, 

or in alphabetical order. Raub's Sch. Man., p. 125. 

33 Don't put questions that include too much. 

Raub's Sch. Man., p. 126. 

34 Don't put questions that can be answered by yes or no. 

Raub's Sch. Man., p. 127. 

35 Don't put questions which are alternate in form. 

Raub's Sch. Man., p. 127. 

36 Don't put your questions in an improper tone of voice. 

Raub's Sch. Man., p. 125. 



ATTENTION 13 



37 Don't depend on the text- book for questions and answers. 

Baub^s Sch. Man., p. 125. 

38 Don't ask questions unless they cover the entire ground of the 

lesson. JRaub^s Sch. Man., p. 126. 

39 Don't allow any questions to be asked for mere pertness, or a 

desire to puzzle. Baub's Sch. Man., p. 128. 

40 Don't question always alike. Use variety. Baub's S. M.,p., 129. 

41 Don't forget that right questioning will set the learners thinking. 

Fitches Art of Questioning, p. 79. 

42 Don't use many words in questioning, say as little as possible. 

Fitches Art of Ques., p. 60. 

43 Don't tell much in your questions. Fitches Art of Ques., p. 61. 

44 Don't forget that questioning is better than telling. 

Baldwin^ s Art of School Man., p. 348. 

45 Don't fail to ask questions in their logical order. 

Baldwin's Art of School Man., p. 348. 

46 Don't forget that the art of teaching consists in starting the right 

questions and urging them along the track of inquiry toward 
their goal in finding the truth. 1000 Ways of 1000 T., p. 185. 

47 Don't allow questions out of the class during recitation. 

DeGi-afs Sch. B. Guide, p. 309. 



ATTENTION 

1 Don't forget that curiosity is the parent of attention. Kindle 

curiosity. Archbishop Whatky. 

2 Don't forget that a good plan for cultivating attention is to call 

frequently for a report or repetition of some explanation or 
information given by teacher or any of the pupils. 

Meth. of T. in Country Sch., p. 43. 

3 Don't forget that striking illustrations or word-pictures generally 

secure attention. Fitch's Art of Sec. Attention, p. 103. 

4 Don't attempt to teach too much, or go on too fast. 

Fitch's Art of Sec. Attention, p. 114. 

5 Don't forget that mathematics are especially valuable in cultivat- 

ing the power of attention. Brooks's N. M. of T., p. 47. 

6 Don't fail to secure attention at all hazards. 

Brooks's N. M. of T., p. 47. 

7 Don't try to startle a class into being orderly or attentive, they 

they will learn to wait for the thunder-clap before giving 
attention. Giffin's Way to Teach, p, 33. 



14 PEDAGOGICAL DON'TS • 

8 Don't forget that attention is best secured by proper and related 

object lessons. Baldivin's Art of School Man. p. 319. 

9 Don't forget that attention requires clear and unwavering expo- 

sition of the points to be attended to, and also a certain amount 
of quiet contemplation. Currie's Com. Sch. Ed., p. 77. 

10 Don't forget that the power of attention is the result of habit ; 

time must therefore be allowed for its growth. 

Currie's Com. Sch. Ed., p. 77. 

11 Don't try to secure attention by mere compulsion. 

Currie's Com. Sch. Ed., p. 75. 

12 Don't forget that he who cannot secure attention cannot teach. 

Coombs' s Sch. Man., p. 53. 

13 Don't think that pupils will be attentive if they are not interested. 

Coombs' s Sch. Man., p. 121. 

14 Don't forget that attention is a necessary condition of remember- 

ing. Let no mind wander. Coombs's Sch. Man., p. 121. 

15 Don't fail to make every effort to secure the fixed attention of 

every pupil in the class to whatever is inspected, done, or said. 

Swett's Meth. of Teach, p. 56. 

16 Don't forget that the foundation of memory is attention ; as is 

the earnestness of attention so is the duration of remembrance. 

Swett's Meth. of T., p. 60. 

17 Don't forget that you should aim to form in your pupils the habit 

of attention, or the power of concentrating the mind on the 
duty of the hour. Gill's Sch. Man., p. 46. 

18 Don't neglect to discipline the pupil in the habit of listening. 

(hxutt's r. Jf., p. 95. 

19 Don't force, but attract, the attention of young children to the 

lessons. Calkins' s M. of Obj. T., p. 352. 

20 Don't forget that teaching, to be successful must be adapted to 

win attention. Calderwood on T., p. 57. 

21 Don't think attention is to be secured by mere exercise of 

authority. Calderwood on T., p. 48. 

22 Don't consider mental training complete until the attention has 

become obedient to the will. Dictionary of Ed., p. 39. 

23 Don't forget that the art of memory is the art of attention. 

Dr. Johnson. 

24 Don't try to proceed with the lesson without the attention of the 

whole class. Page's Theory and Prac. of T., p. 146. 

25 Don't fail to bear in mind that the main thing is to get the whole 

mind concentrated on the work in hand, whatever it may be. 

B. H. Quick, M. A. 

26 Don't forget attention, arrangement, association — the three A's 

relating to memory culture. B. H. Quick, M. A. 

27 Don't forget that intensity of attention depends entirely on in- 

terest. You must arouse interest. B. U. Quick, M. A. 



DISCIPLIXE 15 



DISCIPLINE 

1 Don't refuse a pupil's side of a story, give him a hearing after, 

if not in school hours. Giffin^s Way to Teach, p. 25. 

2 Don't be changeable in your discipline. Giffin's Way to T., p. 32. 

3 Don't tell a child of a fault without at the same time explaining 

how it may be made right — how the fault may be redressed. 
Hoffman^ Science of Mind, p. 129. 

4 Don't fail to give the pupil a clear idea of what you want him 

to do. Coombs' s Sch. Man., p. 51. 

5 Don't think that teaching exists for the sake of discipline, but 

discipline for the sake of teaching. Calderwood on T., p. 25. 

6 Don't forget that you will have order if you show yourself deter- 

mined to have it. GiWs Sch. Man., p. 92. 

7 Don't forget that pupils yield obedience easier if they feel that 

what is required of them is just and reasonable. 

GilVs Sch. Man. p. 111. 

8 Don't forget that discipline has its springs in the character of the 

teacher. GiWs Sch. Man., p., 85. 

9 Don't forget that the example of the teacher has a most powerful 

influence on the discipline of the school. 

Calkins' s M. of Obj. T., p. 329. 

10 Don't attempt to govern your class by naming individual pupils 

and charging them with faults. Calkins' s M. of 0. T., p. 323. 

11 Don't fail to check idleness by pointing to its evils. 

Calkins' s M. of Obj. T., p. 329. 

12 Don't fail to train your pupils to do exactly what you request 

them to do— no more, no less. Calkins' s M. of Obj. T., p. 353. 

13 Don't forget that public opinion should be employed to secure 

good order, control recklessness, subdue rebellion, and crush 
out the evil tendency of bad habits. Oixutt's T. M., p. 35. 

14 pon't forget that it is much easier to govern perfectly than 

partially, to say nothing of the clear gain in temper and 
comfort. Orcxdt's Teachers' Manual, p. 24. 

15 Don't think discipline is the art of rewarding and punishing, of 

making pupils speak and be silent ; it is the art of making them 
perform, in the most appropriate, easy, and useful manner, all 
the duties of the school. Orcutt's T. M., p. 9. 

16 Don't forget that lack of discipline is a ruinous defect in any 

school. Orcutt's T. M., p. 11. 



10 PEDAGOGICAL DON'TS 

17 Don't fail to compel each scholar to do all he is able to do, 

and then all will be equally benefitted by the discipline of 
school life. Or cult's T. ilf., p. 111. 

18 Don't allow your pupils to discover that they can annoy you. If 

they are noisy, you must keep calm, cool, and quiet. 

Swett's Meth. of T.,^.S7. 

19 Don't fail to be tolerant of thoughtlessness, and severe only in 

disobedience. Sivett's Meth. of Teach., p. 73. 

20 Don't over-govern, and multiply commands, nor needlessly repeat 

them. Fitches Led. on T., p. 95. 

21 Don't think you will get obedience by demanding or claiming 

it ; obedience is a habit and must be learned like other habits, 
rather by practice than by theory. Fitch's Led. on T*., p. 93. 

22 Don't imagine you can be a successful teacher without requiring 

perfect discipline in a class or school. Fitch's L. on T., p. 92. 

23 Don't allow your discipline to be such that copying or friendly 

suggestion during recitation shall be possible. 

Fitch's Led. on Teach., p. 271. 

24 Don't give a command unless you are sure you can enforce it, 

or unless you mean to see that it is obeyed. 

Fitch's Led. on T., p. 94. 

25 Don't fail to point out the difference between tale-bearing and 

truthfulness clearly to your pupils. Currie's C. S. Ed., p. 21. 

26 Don't fail to do your utmost to prevent faults before you think of 

punishing them. Currie's Com. Sch. Ed., p. 197. 

27 Don't deal with your pupils in any other spirit than that of just- 

ness and kindness, or they can not respect your government. 

Currie's Com. Sch. Ed., p. 212. 

28 Don't exaggerate the merit of a good action to make it appear 

more worthy of its reward nor misrepresent a fault to cover the 
infliction of excessive punishment. Currie's C. S. Ed., p. 212. 

29 Don't think that children like to have their own way at school. 

They will not chafe long under just restraint. Control develops 
reverence. Hughes's Mistakes in Teaching, p. 50. 

30 Don't allow yourself to be variable in discipline, assert your will 

power without making yourself offensive or tyrannical. 

Hughes's Mis. in T., p. 68. 

31 Don't confound the accidental with the incidental, nor thought- 

lessness with design. Hughes's Mis. in T., p. 25. 

32 Don't confound giving information or evidence with tale-bearing. 

Hughes's Mis. in Teaching, p. 30. 

33 Don't trent the pupils as though they were anxious to violate 

the rules of the school. Hughes's 3Iis. in T., p. 71. 

34 Don't allow pupils to be frequently troublesome without notify- 

ing their parents. Hughes's Mis. in T., p. 37. 



PUNISHMENT 



35 Don't think you can reform a pupil by degrading him. 

Baub's Sch. Man., p. 223. 

36 Don't try to make pupils learn by whipping for unlearned lessons. 

Baub's Sch. 3Ian.y p. 224. 

37 Don't expect perfect order in the school-room, children are 

children. Baub's Sch. Man., p. 225. 

38 Don't reprove those who try but fail. Baub's S. ilf., p., 225. 

39 Don't permit the pupils to believe that you ever think them 

unworthy of your confidence. Baub's Sch. Man., p. 177. 

40 Don't fo-r a moment show that you suspect your pupils of any 

inclination to do wrong. Baub's Sch. Man., p. 194. 

41 Don't use any threats. Baub's School Management, p. 190. 

42 Don't talk much ; don't talk loud ; never scold, and seldom repeat. 

Baldwin's Art of School Man., p. 303. 

43 Don't forget that consistent requirements, with eternal vigilance, 

are very apt to yield satisfactory results. 1000 Ways, p. 147. 

44 Don't encourage pupils to report each other for misdemeanors. 

1000 Ways of 1000 T., p. 180. 

45 Don't, in difficult cases of discipline, neglect to let your pupils 

see that you think before you act. 1000 Ways of T., p. 175. 

46 Don't let any known fault go unnoticed. 1000 Ways, p. 176. 

47 Don't forget the better the school the fewer the absentees. 

1000 Ways o/lOOO T., p. 169. 

48 Don't govern too much. 1000 Ways of 1000 T., p. 159. 

49 Don't make noisy assertions of authority or threaten. 

1000 Ways o/lOOO T., p. 181. 



PUNISHMENT 

1 Don't administer punishment except in a spirit of mildness and 

deep regret at its necessity. Kiddle's How to Teach, p. 258. 

2 Don't use the rod until you are sure the rod is the best thing for 

the specific case. Page's Theory and Prac. of T., p. 146. 

3 Don't ever inflict punishment under the excitement of angry 

passions. Page's Theory and Prac. of T., p. 250. 

4 Don't inflict more punishment in any case than is necessary for 

the correction of the fault. Currie's C. S. Ed., p. 212. 

5 Don't allow_ anything but justice, uniformity, and calmness lo 

characterize the administration of rewards and punishments. 
Currie's Com. Sch. Ed., p. 212. 



18 PEDAGOGICAL DOX'TS 

6 Don't inflict corporal punishment for intellectual faults, for 

stupidity, or ignorance. Reserve it exclusively for vices, for 
something morally degrading. Fitch's L. on T., p. 119. 

7 Don't punish a scholar by setting tasks and saying, "because you 

have disobeyed me you shall have a harder or longer lesson 
to-night." Fitch's Led. on Teach., p. 113. 

8 Don't call a pupil a sneak, liar, or by any other epithet of the 

kind. Giffin^s Way to Teach, p, 33. 

9 Don't require a pupil to stand, sit or kneel, or take any other 

attitude of restraint for a prolonged period as a punishment. 

Giffin's Way to Teach, p. 32. 

10 Don't keep pupils in at recess for failure in lessons. 

DeGrafs Sch. R. Guide, p. 323. 

11 Don't question pupils in such a manner as to tempt them to tell 

a falsehood through fear of punishment. 

Calkins' s M. of Obj. T., p. 328. 

12 Don't forget that mischief may be checked by making pupils 

feel its effect upon themselves. Calkins's 21. of Obj. T., p. 329. 

13 Don't forget that the good disciplinarian seldom resorts to severe 

punishments in the government of his school. 

OrcutVs Teach. Man., p. 56. 

14 Don't forget that rebellion should be met by stunning, crushing 

blows, such as will vindicate and re-establish authority, and 
deter others from committing the same crime. 

OrcntVs T. M., p. 59. 

15 Don't think that moral suasion is the remedy for bold and defiant 

violations of law, if you mean by that term the persuading of 
culprit to return to obedience. OrcutVs T. M., p. 59. 

16 Don't think the object of school law is to punish evil, for it is 

rather to prevent it. OrcutVs T. J/., p. 27. 

17 Don't punish without explanation. Hughes's Mis. in T., p. 73. 

18 Don't punish by pulling a child's ears, slapping his cheeks, etc. 

Punishment should subdue. Hughes's Mis. in T., p. 78. 

19 Don't think you can accomplish much by scolding when pupils 

have a poor lesson. Coombs' s Sch. Man., p. 66. 

20 Don't forget that fear of punishment may prevent bad conduct, 

but fails when used as an incentive to study. 

Coombs' s Sch. Man., p. 66. 

21 Don't punish without some distinct obje'ct in view. 

Coombs' s Sch. 3Ian., p. 103. 

22 Don't assign a lesson as a punishment for anything except neglect 

to learn a lesson. Coombs's Sch. Man., p. 327. 

23 Don't think that fear of punishment is the highest motive to 

action in anything. CoQmbs's Sch. Man., p. 66. 



PUyiSHME>'T 19 



24 Don't inink that punishment must be severe lo be effective : ail it 

needs is that it be administered in the right spirit. 

Crombis Sch. Man. p. laS. 

25 Don't think that freqnent punishment will quicken the conscience: 

on the contrary it will harden it. Coomhis Sch. Man., p. 103. 

26 Don't administer punishment in anger. Coomhs's S. M., p. 104. 

27 Don't inflict corporal punishment needlessly; it shotild be your 

aim to govern without it. Svcett's Meth. of Teach., p. &4. 

28 Don't assign mental tasks after school hours as a punishment 

The practice of compelling children to commit to memory, or 
translate, as a penaltv, is educational barbarism. 

S}€€tt's Meth. of Teach., p. 73. 

29 Don't make threats of punishment in advance of offences ; you 

will onlv tempt pupils to trv vou bv disobeving. 

'Sic€tt^sMeth.ofT.,^.76. 

30 Don't try to make scholars learn by whipping them for unlearned 

lessons. Sicett's Meth. of Teach., p. 76. 

31 Don't detain pupils after school hours to recite imperfectly 

recited lessons. Sirett'.? Meth. of T., p. 93. 

32 Don't be severe in punishing a violation of the rules. 

Raijkb'$ School Management, p. 199. 

33 Don't make threats of punishment in advance. 

Raub's Sch. Man., p. 254. 

34 Don't detain your pupils after school hours as a general thing 

for mischief committed dtiring school hours, or for failure in 
lessons. Maub's Sch. Man., p. 210. 

35 Don't discourage pupils in being truthful by puni s hing them 

when thev make a full and free confession. 

Riub's Sch. Man., p. 199. 

36 Don't attempt to compel pupils to inform on one another under 

threats of punishment. Baub's Sch. Man., p. 2<X». 

37 Don't punish a frail delicate child with the same ptinishment 

that you would administer to one who is rugged and of sound 
physical constitution. Maub's Sch. Jlan., p. 201. 

38 Don't administer public reproof imless the offence committed is 

of the gravest possible nature. Maub's Sch. Man., p. 207. 

39 Don't punish a pupil until vou are sure he is guiltv. 

Baub's Sch. Man., p. 215. 

40 Don't fail to appeal to a pupil's honor before administering pun- 

ishment. Maub's S:h. Man., p. 215. 

41 Don't forget that it is better to avoid misdemeanors than to find 

suitable punishments. 1000 Ways of Kkk> T., p. 144. 

42 Don't forget that though corporal punishment is sometimes a 

necessity, still the least possible is the best. 1000 Ways, p. 144. 



20 PEDAGOGICAL DOX'TS 

43 Don't forget that a thoroughly organized, well-treated school, 

under a quick eve and readv ear. seldom needs punishment. 
I'XH) Ways o/lOOO Teach., p. 147. 

44 Don't punish when vou are angry. 1000 Ways of T., p. 173. 

45 Don't use those punishments, which, from their nature imply in 

the infliction a love of prolonged torture. 

1000 Ways o/lOOO T., p. 157. 

46 Don't forget that corporal punishment is a delicate and serious 

measure in school management, and, in most cases, would 
bener be relegated to the homes. 1000 Ways of T., p. IbS. 

47 Don't punish except when it is clearly for the good of the pupil 

and of the school. Dictionary of Ed., p. 66. 

43 Don't forget that the prevention of evil is better than its cure. 

GiWs Sch. Man., p. 119." 



REWARDS 

1 Don't forget that encouragement in well-doing is one of the most 

powerftil checks on evil doing. Caldencood on T., p. 42. 

2 Don't rely on rewards too much, as furnishing the motive to 

excellence, and thus not giving a fair chance to the develop- 
ment of purer and nobler motives. Fitch's Lect. on T., p. 108. 

3 Don't forget that commending the good is a strong means of 

perserving a high standard. 1000 Ways o/lOOO T., p. 151. 

4 Don't be slow to commend a pupil for good work or deportment. 

1000 Ways o/lOOO T., p. 176. 

5 Don't praise a pupil unless praise is deserved, and then in rational 

amount, making it the consequence of effort. 

Carrie's Com. Sch. Ed., p. 79. 

6 Don't forget that the desire of esteem is a very active principle 

in regulating human conduct. Currie's C. S. Ed., p. 203. 

7 Don't rob primary pupils of the stimulus, guidance, and aid of 

proper rewards. They promote healthy emulation. 

Dictionary of Education, p. 252. 

8 Don't forget that rewards, or an appeal to hope as an incentive to 

do right, is in most cases preferable to an appeal to fear. 

Dictionary of Education, p. 251. 

9 Don't forget that rewards as well as punishments constitute only 

a temporary expedient in the discipline of children, and 
should, as soon as possible, give place to a direct appeal to con- 
science, or the sense of right. Die. of Ed., p. 251. 



SCHOOL M.-LS'AGEMZVI 21 

10 Don't reprove, but encoiirage, slov, plodding children. 

S'j:eu'^. MitA, of T., p. ST. 

11 Don't praise indiscriminatelj. A kindij look or an appro Ting 

nod will have its due influence in urging the eiiiid to greater 
diligence. Efiiib' i Sch. Man., p^. &3. 

12 Don't have favorites. Individual merit: alone should be the 

basis of success. RauJi'i Sch, Man., p. 96. 

13 Don't offer prizes -which are beyond the reach of ail except a 

select few, but make judicious use of rewards graded accord- 
ing to actual merit so that every worthy pupil can win some- 
thing. ' iHddr/nary of Ed., p. 251. 

14 Don't let the idea that r^e ~ ' : eal to the lower motives k — - 

you from using them -. Herbert Spencer has si "- 

that pleasure, or hope ._ ^c^\*j:d, is the ultimate aim .- a.^ 
action, 
lo Don't forget that love of approbation is one of the chief forces in 
governing conduct. Praise worthy effort, but remember that 
it requires great tact to rightly administer approval. 

Hofman'i Science of Mind, p. 120. 

16 Don't foi^et that praise rightly bestowed is an engine of great 

power. Give it on proper occasions but don't make undue 
use of it. Giirs Sck. Man., p. 113. 

17 Don't forget that as a general rule, a teacher sh-juld be on the 

look-out for things to praise, rather than for things to blame. 

Gi!.!.'i School Mm., p. -iS. 



SCHOOL MANAGEMENT 

1 Don't forget that every teacher should aim to render his pupfls 

capable of governing themselves- Coomb^'s S. M., p. S3. 

2 Don't fail to commend the diligent and assist the discouraged. 

Coombs' i Sch. Mem., p. 72. 

3 Don't argue a question of government with your pupils, you 

should^be master. Coombs' 3 Sch. Man., p. 90. 

4 Don't forget that all school government is for the benefit of the 

pupil, and it is the duty of the teacher to sectire that condition 
of affairs that will be most conducive to his welfare. 

Coombs' i School Managemeni, p. 82. 

5 Don't be a spy. Give your pupils credit for good intentions and 

watch. ^ ' Coombs's Sch. Man., p. 88. 

6 Don't forget that it is more difficult to govern a school correctly, 

than it is to command an army. Coombs' 3 5. Jf., p. 83.^ 



22 PEDAGOGICAL DON'TS 

7 Don't think that any one can govern a school who is devoid of 

confidence in the work. Coombs^s Sch. Man., p. 91. 

8 Don't forget that the secret of school government lies in the 

strength of will possessed by the teacher, and his power of 
leading pupils to desire and to will to do those things which 
are right. Calkins' s 31. of Obj. T., p. 449. 

9 Don't trust the matter of school government to the good sense 

and good intentions of pupils however much you may confide 
in them. OrcuWs Teach. Man., p. 20. 

10 Don't forget that organization is the first business of the school- 

room, and nothing else should be attempted until this is 
accomplished. OrcuWs T. M., p. 13. 

11 Don't ridicule either the defects or the mistakes of a child. 

• Baub's Sch. Man., p. 222. 

12 Don't become nervous and attempt to accomplish too much. 

Baub's Sch. Man., p. 65. 

13 Don't hurry your slow pupils; pupils vary greatly in their ability 

to express themselves promptly. Raub's Sch. Man., p. 125. 

14 Don't forget that human beings are created with different tastes 

and talents. Maub's School Man., p. 25. 

15 Don't forget that he who can teach, but cannot govern, works at 

an enormous disadvantage. Fitch's Led. on T., p. 92. 

16 Don't forget that self-control is the first requisite in teaching. 

Calderivood on T., p. 11. 

17 Don't forget that inconsistency is one of the worst errors in 

education. Spencer on Ed., p. 200. 

18 Don't forget that to educate rightly is not a simple and easy 

thing, but a complex and extremely difiicult thing: the hardest 
task which devolves upon adult life. Spencer on Ed., p. 204. 

19 Don't forget that success in school management depends mainly 

on watchful and unremitting attention to little details, and on 
conscientiously grappling with every difficulty as it arises. 
Hughes's Mis. in Teaching, p. 10. 

20 Don't overlook or omit proper discipline ; it is a mistake to neg- 

lect the details of school management. Hughes's M. in T., p. 71. 

21 Don't invoke higher authority except as a last resort. 

Hughes's Mistakes in Teaching, p. 30. 

22 Don't think that detecting errors is equivalent to correcting them. 

Hughes's Mistakes in Teaching, p. 90. 

23 Don't forget that the foundation of school, as of society, is law 

and order. Swett's 3Iefh. of Teach., p. 64. 

24 Don't tempt your pupils to become habitually deceitful and 

untruthful by making use of the ''self -reporting system" in 
scholarship and deportment. Sivett's Meth. of Teach., p. 71. 



SCHOOL MANAGEMENT 23 

25 Don't keep continually lecturing pupils, without asking them in 

turn to reproduce and apply what is said. 

Swett's Meth. of Teach., p. 58. 

26 Don't forget that pupils, as well as teachers, have rights, and 

that both have duties. Swett's Meth. of T., p. 71. 

27 Don't distrust your pupils if you want them to put their trust 

in you. Swett's M. of T., p. 72. 

28 Don't forget that common sense is in the highest degree requisite 

for the administration of school affairs. 

Swett's Meth. of Teach., p. 74. 

29 Don't forget that the power to govern well is an essential quality 

of every successful teacher. Swett's Meth. of T., p. 66. 

30 Don't forget that a reputation for impartial judgement is the 

essential requisite of the teacher who governs well. 

Swett's Meth. of Teach., p. 71. 

31 Don't assume that the parent is your natural enemy, and, above 

all, do not act as if he were. Swett's M. of T., p. 74. 

32 Don't forget the maxim, *'As is the teacher so is the school." 

Swett's M.ofT.,ip. 13. 

33 Don't forget that the teacher is responsible for establishing con- 

jddence between the pupils and himself, and amongst the 
pupils toward each other. Currie's Com. Sch. Ed., p. 19. 

34 Don't forget that activity is the law of childhood ; accustom the 

child to do and educate the hand. 1000 Ways of T., p. 174. 

35 Don't fail to be prompt in beginning and dismissing. 

1000 Ways of 1000 T., p. 176. 

36 Don't dare to lose your self-control, even if a pupil does some- 

thing that seems to be impertinent or saucy. 

Kellogg' s Sch. Man., p. 31. 

37 Don't forget that a teacher above all men, must have confidence 

in himself. Kellogg' s Sch. Man., p. 33. 

38 Don't show your preference. You naturally will love those who 

love you, but to do so will destroy your power of government 
for it charges you with partiality. Kellogg' s S. M, p. 32. 

39 Don't forget that the one who would govern others must be able 

to govern himself. Kellogg's Sch. Man., p. 31. 

40 Don't forget that it is the teacher's duty to make all conditions 

favorable to study, to inspire love for it, and to give such aid 
as is essential to its most efficient progress. 

Hoffman's Science of Mind, p. 238. 

41 Don't fail to have a carefully prepared programme for your daily 

exercises; follow it closely. Baldwin's Art of S. M., p. 199. 

42 Don't fail to be just and impartial in all your dealings with 

pupils. Baldwin's Art of S. M., p. 195. 



24 PEDAGOGICAL DOX'TS 



HABITS 

1 Don't forget that habit is one of the most powerful agencies in 

education. GiWs Sch. Man., p. 46. 

2 Don't forget that bad habits must be displaced by opposite habits; 

warning and precept are powerless to effect the change of 
themselves. GiWs Sch. Man., p. 46. 

3 Don't allow your pupils to become careless and inexact. 

GilVs Sch. Man., p. 7. 

4 Don't forget that in the power of habit lies the power of educa- 

tion. Currie's C. S. Ed., p. 13. 

5 Don't forget that the sentiments which you desire to impress on 

the child must be cultivated until they pass into habits. 

Currie's C. S. Ed., p. 13. 

6 Don't fail to discountenance all habits, whether in school or out 

of school that are at variance with cleanliness and decency. 

Currie's C. S. Ed., p. 66. 

7 Don't permit the administering of reproof to degenerate into a 

habit of fault-finding. Currie's C. S. Ed., p. 208. 

8 Don't be a slave of habit. Page's T. and P. of T., p. 343. 
6 Don't fail to guide and regulate the formation of proper habits 

on the part of your pupils. Dictionary of Ed., p. 153. 

10 Don't overlook the fact that ''Habit is second nature." Seek to 

make right doing habitual and thus automatic. 

Dictionary of Education, p. 153. 

11 Don't fail to eradicate bad habits in your pupils. Pull up the 

weeds and prepare the soil for good seed. Die. of Ed., p. 153. 

12 Don't fail to encourage correct habits of observation, thinking, 

and speaking. Dictionary of Education, p. 154. 

13 Don't forget that obedience is a habit and must be learned like 

other habits, by practice not theory; by being orderly, not by 
talking about order. Fitch's Led. on Teach., p. 93. 

14 Don't tolerate habits of slowness and laziness in some pupils. 

Baldwin's Art of 8. M.,^. 196. 

15 Don't permit pupils to fall into the habit of not understanding a 

question without repetition. Sharpen their wits. 

Baldwin's Art of Sch. Man., p. 199. 

16 Don't forget that the more regular and uniform any act or exer- 

cise is, the sooner it becomes habitual. 

17 Don't forget that mankind act more from habit than from reflec- 

tion. Man is a bundle of habits. PaZey. 



HYGIENE 25 

18 Don't forget Plato's motto: *'It is easier to prevent ill habits 

than to break them." 

19 Don't forget that the bright days of youth are the seed-time— 

the habit-forming period of life. Sow good seed. 

20 Don't forget that habit is the deepest law of human nature. It is 

our supreme strength. Proper habits make the right way the 
easiest way. Carlyle. 

21 Don't forget that habit is a chain, the links of which are forged 

day by day. It binds, and guides, and finally controls. 

22 Don't forget that habit, if not resisted, soon becomes necessity. 

St. Augustine. 

23 Don't forget that, "Use doth breed a habit in a man." Shakespeare. 



HYGIENE 



1 Don't forget that health is the first requisite in securing an educa- 

tion and it should be carefully guarded in the children and in 
yourself. Coombs' s School Management, p. 13. 

2 Don't think that it is enough to understand the laws of health, 

they must be put into practice. Coombs's S. 31., p. 23. 

3 Don't forget that good ventilation is one of the requisites of 

good teaching. Coombs' s Sch. 31an., p. 25. 

4 Don't forget that light is essential to health. Nothing but evil 

flourishes in the dark. Coombs' s Sch. 3Ian., p. 23. 

5 Don't think that effective teaching is possible when children are 

in a state of physical discomfort. Fitches Led. on T., p. 69. 

6 Don't cause a pupil to sit with the sun pouring in upon his head, 

or with a cold draft blowing in upon his body. 

Giffin's Way to Teach, p. 35. 

7 Don't neglect to observe and prevent an insufficient, an excessive, 

a wrongly directed, an improperly distributed light in the 
room, a wrong position of head or body, a long continued use 
of the eyes without rest, or an improper angle of the book to 
the eye. Giffin's Way to Teach, p. 35. 

8 Don't fail to require your pupils to sit erect and to stand erect, 

and explain to them'^the reason why. Swett's 31. of T., p. 64. 

9 Don't keep children at school when suffering with headache. 

They cannot think well. Sivett's 3Ieth. of Teach., p. 36. 

10 Don't allow children to sit in school with wet feet or damp cloth- 
ing. Let them get dry and warm around the stove before you 
begin work. ' SwetVs 3Ieth. of T., p. 35. 



26 PEDAGOGICAL DON'TS 

11 Don't forget that it is the duty of every teacher to impress upon 

pupils the laws of health, in relation to food, air, sleep, rest, 
exercise, work and personal habits in general. 

Sicett's Meth. of Teaching, p. 24. 

12 Don't forget that work in excess of the power of the system adds 

nothing to the result achieved. Swett's M. of T., p. 58. 

13 Don't fail to protect your pupils against impure air, too long con- 

finement, and overwork. Swett's M. of T., p. 24. 

14 Don't forget that proper exercise of any bodily organ, or any 

power of the mind increases its strength. 

Calkins's 31. of Obj. T., p. 344. 

15 Don't neglect to take special care that the school-house and its 

appendages are kept in good order. Page's T. and P., p. 363. 

16 Don't forget that the teacher is in a degree responsible for the 

bodily health of the pupils. Page's T. and P. of T., p. 36. 

17 Don't allow the air of your room to become impure or stifling, 

but be careful that children are not subjected to drafts of air. 

BauPs Sch. Man., p. 43. 

18 Don't permit your pupils to hold their books in such a way as to 

cause near-sightedness. Raub's Sch. Man., p. 43. 

19 Don't permit pupils to study if they are sick. Raub's S. M., p. 43. 

20 Don't forget that physical vigor is an important element of suc- 

cess in a teacher. 1000 Ways of 1000 Teach., p. 145. 

21 Don't forget the knowledge which subserves direct self-preserva- 

tion by preventing the loss of health, is of primary importance. 

Spencer on Education, p. 27. 

22 Don't fail to give careful attention to the physical training of 

your pupils. The marching drill, light gymnastics, and calis- 
thenic exercises should be employed. Kiddle's H. to T., p. 256. 

23 Don't forget that no exercise of mind can be carried on efficiently 

or permanentlv with a languid or indisposed bodv. 

Ourrie'sC. S'.Ed.,^.4.. 

24 Don't permit pupils to assume improper postures while studying. 

Quick's Essays Ed. R., p. 125. 

25 Don't fail to keep the matter of ventilation in mind during the 

entire day, especially in the afternoon. 

Quick's Essays Ed. R., p. 123. 

26 Don't fail to have proper light in the school-room. Too much or 

too little of it fatigues the eye. Quick's Essays Ed. R., p. 123. 

27 Don't forget that cheerfulness is the best of all hvgienic agencies. 

Baldwin's Art Sf S. 31., p. 69. 

28 Don't forget that pure air, suitable exercise, proper diet, cheer- 

fulness, and abundant sleep are the physical conditions of 
hard study. Baldwin's Art of S. 31., p. 291. 



METHODS OF TEACHIXO 27 



METHODS OF TEACHING 

1 Don't fail to develop first the idea, then give the term. 

Hoffman's Methods of Teaching, p. 246. 

2 Don't fail to provide constant and suitable employment for all, 

whilst you give undivided attention to each in turn. 

Currie\s Common School Education, p. 129. 

3 Don't ask pupils of ten years of age or less to learn more than 

five new words a day iu spelling. Gijfin's Way to T., p. 28. 

4 Don't forget to keep your explanations down to the level of your 

scholar's mind. Sv:etfs Methods of Teaching, p. 94. 

5 Don't fail to point out to your scholars, in advance, the main 

facts of a lesson, so that they may not fritter away their time 
upon unimportant letails. Swett's Meth. ofT., p. 94. 

6 Don't hurry slow scholars, give theto time to think and speak. 

&^j:ett's Meth. of Teach., p. 92. 

7 Don't forget that narrative and biography make the life of his- 

tory to the young. Svsett's Meth. of T., p. 109. 

8 Don't think you can have your own method of teaching, for 

methods are general or based on universal principles which 
are beyond the exclusiveness of the individual. 

Hoose^s Methods of Teaching, p. 113. 

9 Don't fail, in country schools, to make your pupils learn well the 

things they most need in the common walks of life. 

Sirett's Meth. of Teach., p. 112. 

10 Don't teach principles or general truths before facts or particular 

truths. Brooks's Sonnal Methods of Teaching. 

11 Don't assign lessons for home study to children under ten years 

of age. Ra.u'b's School Management, p. 42. 

12 Don't try to teach any subject, unless you have a clear under- 

standing of what you are teaching. 

Parker's Talks on Teaching, p. 26. 

13 Don't compel pupils to pursue studies to which their parents 

object. Baud's S. M., p. 71. 

14 Don't forget that methods of instruction must be adapted both to 

furnish knowledge, and to arouse thought. 

Eaub's Meth. of T., p. 24. 

15 Don't think you can be successful, unless you adapt your teach- 

ing to the capacity of the pupils. Raub's M. of T., p. 401. 

16 Don't allow your method of teaching Reading to become a 

hobby, and by that lose sight of the end, in attention to the 
means. Eclectic Manual of Methods, p. 25. 



PEDAGOGICAL DON'TS 



17 Don't forget that advanced instruction should be deductive. 

Brooks's N. Meth. of T., p. 75. 

18 Don't forget that studies and methods of instruction should be 

adapted to the orde^ of mental development. 

RauVsMeth. of T.,^. 21. 

19 Don't forget that lessons ought to start with the concrete, and 

end in the abstract. Spencer on Education, p. 108. 

20 Don't assign lessons without previously explaining them. 

Hughes's Mistakes in Teaching, p. 83. 

21 Don't neglect to give, at regular intervals, some conversational 

lessons on familiar objects. 

Fitch's Lectures on Teaching, p. 93. 

22 Don't allow your partiality for one study, or a class of studies, to 

divert your attention from all those other branches which are 
necessary to constitute a good education. 

Page's T. and P., p. 360. 

23 Don't accept careless work. Parker's Talks on T., p. 73. 

24 Don't neglect to reduce the subject you are teaching to its ele- 

ments : one difficulty at a time is enough for a child. 

Hoffman's Methods of Teaching, p. 245. 

25 Don't explain any points in a lesson to a class while some of its 

members are working. Giffin's Way to Teach, p. 33. 

26 Don't teach spelling orally. Giffin's Way to Teach, p, 28. 

27 Don't instruct any more than is necessary to show the pupil how 

to study, and keep him from discouragement. 

Orcutfs Teachers' Manual, p. 122. 

28 Don't fail to remember that accomplishments occupy the leisure 

part of life, and so they should occupy the leisure part of 
education. Spencer on Education, p. 60. 

29 Don't attempt to teach too many things. 

Page's T. and P., p. 348. 

30 Don't allow pupils to direct their own studies. 

Mason's 1000 Ways, p. 47. 

31 Don't forget that it is the duty of every teacher to teach pupils 

how to study. Coombs' s Sch. Man., p. 48. 

32 Don't forget that in the study of Geography the knowledge of the 

mere names and positions of places is worth little or nothing 
unless the scholar has some interesting associations with them. 
Fitch's Lectures on Teaching, p. 321. 

33 Don't neglect the art of Writing, as that is the instrument of all 

communication and it becomes in one form or other, more use- 
ful to us every day. Fitch's Lect. on T., p. 267. 

34 Don't forget that that method of study which makes the pupil 

think most is the best. Mason's 1000 Ways of 1000 T., p. 138. 



METHODS OF TEACHING 29 

35 Don't tell your pupils anything they can find out themselves. 

Coombs' s Sch. Man., p. 48. 

36 Don't forget that no other study is so useful, in the formation of 

character as History. Wi'ckersham' s Method of Ins., p. 425. 

37 Don't crowd the minds of pupils with too many things at once. 

SweWs M. of T., p. 79. 

38 Don't teach laws before causes in the physical sciences. 

Brooks's N. M. of T., p. 61. 

39 Don't teach books, but subjects. OrcuWs T. M., p. 118. 

40 Don't think that methods of teaching can be well studied inci- 

dentally; they have a philosophy of their own, and should be 
made a definite object of study. 

Wickei'sham' s M. of I., p. 29. 

41 Don't use text-books except as an aid to teaching. 

Coombs' s S. M.,i^.Z5. 

42 Don't forget that a knowledge of geography must commence with 

things about the child's home, and proceed along the line of 
his personal experiences to objects and places more distant. 
Calkins' s Manual of Object Teaching, p. 49. 

43 Don't forget that there is no method, however good, which does 

not want to be modified and reconstructed from time to time. 

Fitch's Lect. on Teach., p. 34. 

44 Don't forget in teaching Natural Science that all investigations 

into the phenomena of nature must begin by the observation 
of facts. Fitch's L. on T., p. 363. 

45 Don't forget that the studies pursued must be adapted to the 

capacity and standing of each scholar. 

Orcutt's T. M., p. 31. 

46 Don't fail to vary the work, alternating light mechanical work 

with serious intellectual application. 

Fitch's L. on T., p. 100. 

47 Don't make the studies so difficult as to cause discouragement, 

nor so easy as to encourage idleness. Orcutt's T. M.,]). 31. 

48 Don't forget that History is not a mere narration of facts in their 

chronological order; but that to know it is to know events in 
their true causes and connection. Fitch's L. on T., ^. 336. 

49 Don't forget that effective study requires proper conditions and 

surroundings. Raub's Sch. Man., p. 89. 

50 Don't forget that the first thing to do with a word that you give 

to a pupil to spell is to teach him to use it. 

Fitch's L. on T., p. 201. 

51 Don't make the serious mistake of permitting pupils to pursue 

their studies in an unsystematic manner. 

Baub's Sch. Man., p. 86. 



PEDAGOGICAL DON'TS 



52 Don't fail to have interesting passages from good orators or 

poets learned by heart, and repeated with particular reference 
to accuracy of pronunciation and just expression. 

Fich's L. on r.,p.205. 

53 Don't try to teach a method until you are sure you understand it 

thoroughly yourself. Giffin^s Way to Teach, p. 6. 

54 Don't forget that Reading is the instrument of all our acquisitions. 

Fitch's L. on T., p. 267. 

55 Don't forget that so long as a pupil finds any difficulty whatever 

in recognizing an exercise in a given rule, under any guise, 
howevei unfamiliar, that he does not understand that rule, 
and ought not to quit it for a higher. 

Fitch's L. on T.,\^. 272. 

56 Don't forget that the way to cultivate the Perceptive Powers is 

to require pupils to observe things for themselves. 

Brooks's :^or. Meth. p. 42. 



WORD- VOICE-MANNER 

1 Don't talk much; don't talk loud; never scold and seldom repeat. 

Baldwin's Art of School ^lanagement, p. 303. 

2 Don't offer an angry word or blow for every offense, real or 

fancied, for there is no authority or wisdom in such a course. 
Orcutt's Teachers' Manual, p. 60. 

3 Don't under' any circumstances so far forget yourself as to quarrel 

or argue with a pupil in ill-humor. 

Bauh's School Management, p. 177. 

4 Don't lose your patience when parents unreasonably interfere 

with your plans. Page's T. and Prac. of Teaching, p. 354. 

5 Don't be peevish or snappish. Page's T. and P. of T., p. 18. 

6 Don't forget that a teacher without animation can do nothing 

with his pupils. Giffin's Way to Teach, p. 6. 

7 Don't worry your pupils by irritating or vexatious talk. 

Baub's S. il/.,p.223. 

8 Don't forget that the teacher's manner in the presence of his class 

should be dignified and gentlemanly — yet such as to encourage 
the timid and repress the impertinent. 

Baub's School Management, p. 135. 

9 Don't forget that the teacher should avoid the extreme of seem- 

ing cold, dull, phlegmatic and uninterested, as well as the 
opposite of being excitable, nervous and fretful at the weak- 
ness or tardiness of pupils. Baub's S. M., p. 137. 



WOED-TOICE-MAX>'EP. 31 

10 Bon-t - r-ei that it U a mistake to be cold «f^. /^"P^" ^^ 
elchercan sncceed without the gvmpsthy of ^ ^^.^^ 
^u^e thL the teacher mnst be ever gemal and cheerful, as 

we:: as ^-^^g^^^^^*^-^^,^., j^^^,, ,n Te^Mu,, p. 124. 

cm aUowing them to develop -'"^P^.'^'l'^rT., p. 1^5. 

12 Don't forget that a te«her often mates" i^^^'j^°^ ^^^^ 

himseli noUv in manner and Toice. BmJ, t b. M., p. 1... 
1" I»«n't vield vitir claims to p^leving, te«ang or coamig when 
'^ """von We sho*^ .he propAetv of any P^-^" ^J^ ^« 
von have requested or required : «..d moch •««« '^en von 
have shownlhat the opposite ooursew T"^? JJ^- ,;» 

\i. Don't forget that a teacher shonld cultivate a pleasant tone of 
voice In no esse shonld he speak harshly or louder than B 
necessary for his pupils to hear him <l-«"°^7.^ , ,^ ^ -g 

15 Don't forget that the example of the teacher should be such as to 
command the highest respect of his P°P^-_^.^ ^^ ^ ^ ^ 

'' »-?ch%TpVL^h:imes^.iit t-h^r^^f::.re'rrhe| 

tre'ir^^fX of the children and -^^^^^'^1%!^':* 
successTcl. 
i: Don't talk too much nor too^oud^^^ ^^^^^^^ ^^^^^^^ ^ 3^ 

18 Don't permit pnpils to scramble to the ^- f^^^j^^p^ .Tv* 

19 Don't forget that a teacher who scolds, or grumbles, or sneers, 

can never have the sympathy of his pupils. .^. 

Hughes'^ Mmaies t» Teadtng, p. -t). 

20 Don't forget to greet yonr pupils with - cheerfol ^nnten-g - 

thev assemble in the school-room. yorthefifTs 1. a., p. — 

21 Don't'forget that good manners and a pleasing elocuuon are veiy 

important parts of an education. _«^, ,, i •>-> 

^Winn's Jrf of SfAoo/ Munagemej^y p. l^T- 
2-2 Don't talk much. Eternal talkers are a fearful nuissince, and, as 
teachers, are usually great failures. .^ ,- c v „ lOo 

BaMv:v\ s Art or <^. -M-, p. l^— 

' -3 Don't forget that a smile from the teacher lightens the labor of 
the school and lesens the burdens of the dav. 



32 PEDAGOGICAL DON'TS 

24 Don't forget that a teacher must be a trusted and affectionate 

guide, not a bundle of philosophical ethics. 

SweWs 3Ietk. of Teach., p. 40. 

25 Don't fail to make the school-room as home-like and inviting as 

possible. DeGra^'s School-Room Guide, p. 303. 

26 Don't fail to adorn the walls with pictures, mottoes, vines, and 

ornaments. DeGraff's S. B. G., p. 303. 

27 Don't scold. Nothing else so tends to sour you and render you 

hateful to your pupils. Baldwin'' s Art of S. M., p. 132. 

28 Don't allow tattling, or refuse to notice it. 

DeGraff's S. R. G., p. 310. 

29 Don'f speak in too high a key. A loud voice soon becomes 

monotonous, and loses its influence in securing attention and 
order. The voice should be pitched rather below than above 
the natural key. Hughes's M. in T., p. 58. 

30 Don't forget that a wise teacher will be careful of the manner in 

which he treats a child that has made a mistake. 

Coombs's Sch. Man., ■p. 83. 

31 Don't think that time spent in making your school happy is ever 

thrown away. 1000 Ways of 1000 Teachers, p. 191. 

32 Don't allow your school to become a public nuisance by insulting 

travelers, or destroying fences or crops in the vicinity. 

1000 Ways of 1000 T., p. 195. 

33 Don't compare one pupils work with another. You can point out 

defects in the work of the best pupils and find something that 
you can favorably comment upon in that of the poorest scholar. 
land's Methods of Teaching in Country Schools, p. 245. 

34 Don't forget that the impressions received in the school-room go 

far to determine character. Giffin's Way to Teach, p. 5. 

35 Don't fail to observe strict decorum as it means proper conduct, 

good manners, and becoming behavior — doing the proper thing 
at the right time, in the right way. 

Baldwin's Art of S. 3L, p, 140. 

36 Don't measure a scholar's fault by the inconvenience which it 

causes you, but rather by the motive and cause of it. 

Fitch's Lectures^ on Teaching, p. 100. 

37 Don't speak at any time in a scolding, fretful manner. 

Mason's 1000 Ways, p. 74. 

38 Don't forget that your pupils do not love fault-finding, or scold- 

ing any more than you did when you were a pupil. 

Calkins's Manual of Object Teaching, p. 323. 

39 Don't worry ; don't be discouraged ; think that your agitation, 

your nervousness will extend to your pupils. 

Sv:ett's Meth. of Teaching, p. 72. 



WORD-VOICE-MANNEK 33 



40 Don't exhibit or entertain a suspicious spirit. 

Page's T. and P. of T., p. 99. 

41 Don't use cutting remarks, and beware of sarcasm and ridicule. 

SweWs Meth. of Teach., p. 89. 

42 Don't forget that children are creatures of impulse, and it is no 

easy task for them to do right. Coombs' s School Man., p. 25. 

43 Don't'compare your methods with those of your predecessor to 

his disadvantage. Coombs' s S. M.,p. 74. 

44 Don't arouse false hopes in the minds of your pupils. The object 

of school is not to make generals and statesmen, but true and 
noble men and women. Coombs' s S. 31., p. 69. 

45 Don't forget that the exhibition of anger always detracts from 

the weight of authority. Page's T. and P. of T., p. 187. 

46 Don't recast everything in the mold of your own egotism. 

Swett' s Meth. of T., p. 18. 

47 Don't think it good policy to drive strong-willed children into 

obstinacy. It is a sad mistake to break a child's will as the 
foundation of control over him. Swell's Jf. o/ T., p. 69. 

48 Don't lose patience. If you do so, your pupils will delight to 

annoy you. Coombs' s Sch. Man., p. 90. 

49 Don't try to look wiser than it is possible for any mortal to become. 

^ Sivett's M. of T., p. 18. 

50 Don't let a false amiability cause you to waste your praise on 

work that merits none. Filch' s L. on T., -p. 109. 

51 Don't magnify little wrongs, be pleasant and you can retain self- 

control. Coombs' s S. M., p. 91. 

52 Don't forget that successful teaching requires perfect self-posses- 

sion and readiness of resource. Currie's C. S. Ed., p. 259. 

53 Don't allow yourself to show a lack of animation or enthusiasm. 

Hughes's 31. in T. p. 124. 

54 Don't threaten, don't find fault, don't scold, and you will have 

many friends among your boys and girls. 

Swell's Meth. of T., p. 109. 

55 Don't allow yourself to be cold and formal. 

Hughes's 31. in T., p. 24. 

56 Don't regret the exhibition of considerable self-will in your 

pupils. Spencer on Education, p. 203. 

57 Don't complain or grumble much. No teacher who scolds, or 

sneers, or grumbles can ever have the sympathy of his pupils, 
and without it, he can never control them, or secure their best 
efforts in their school work. Hughes's M. in T., p. 26. 

58 Don't think that anything can ever be so effective as the voice, 

the enthusiasm, the personal influence of the living teacher. 

Fitch's L. on T., p. 35. 



PEDAGOGICAL DON'TS 



59 Don't get angry. Anger is out of place in the school-room. 

Coombs' s Sch. Man., p. 7. 
CO Don't forget that a cheerful and hopeful disposition is also essen- 
tial to success in teaching. Orcutt's T. jI., p. 198. 

61 Don't forget that the basis of agreeable manners is humanity, or 

a feeling of brotherhood. Dictionary of Ed., p. 199. 

62 Don't forget that a patient spirit is one of the most important ele- 

ments in the character of a successful teacher. Cheerfulness 
and forbearance clear the mental atmosphere and curb ill- 
temper on the part of pupils. Dictionary of Ed., p. 230. 

63 Don't forget that in social intercourse, agreeable manners are far 

more powerful than intellectual accomplishments, and that 
they are often of supreme importance. Diet, of Ed., p. 199. 



MORAL TRAINING 

1 Don't think you can mold character, or form good habits by 

dealing out hackneyed commonplaces, or by merely repeating 
maxims. Swett's Methods of Teaching, p. 110. 

2 Don't forget that there is no education to morality apart from the 

practice of morality. Currie's Common School Education, p. 14. 

3 Don't forget that the great means of improving any power, phys- 

ical or mental, is exercise. 

Calldns^s Manual of Object Teaching, p. 297. 

4 Don't forget the measure of real influence is the measure of 

genuine personal substance. Sioett's M. of T., p. 52. 

5 Don't neglect to appeal as often as may be to the pupil's con- 

science. Page's T. and Prac. of Teaching, p. 48. 

6 Don't fail to keep steadily in mind the fact that character out- 

weighs mere intellect. SwetVs M. T., p. 50. 

7 Don't neglect to show pupils that their well-being in life depends 

on the diligence they bring to the performance of its duties, and 
that their happiness is to be measured'by their usefulness. 

Currie's C. S. Ed., p. 54. 

8 Don't fail to impress upon the child that the object of his being 

placed upon earth was that he might be of some use to the 
world by which he is surrounded. 

Page's T. and P. of T., p. 177. 

9 Don't neglect any opportunity to show your appreciation of pupils' 

efforts to do right, or to instill into the minds of pupils a sense 
of the nobleness of doing right because it is right. 

Giffin's Way to Teach, p. 31. 



MORAL TEAiyiyG 



10 Don*t find fault with a pnpil for doin? what vou vonrself are 

gniltv of. Correct vour own faults firsf. Gimn'i W'. to T. , p. 2S . 

11 Don't use any half-measTires in inculcating trntli; so, where there 

is no proof of falsehood, no suspicion must be shown, bat 
where there is there must be no compromise. 

Currie'8C.S.Ed.,p.d8. 

12 Don't forget that excessive fault-finding inrolves a rapid evapora- 

tion of moral influence. OilderKOod cm Tmcking^ p. 267. 

13 Don't forget that we teach bv something about us that never i^oes 

into language at all. Sycett's M. of T. p. 52. 

14 Don't forget that character is formed bv training rather than by 

leaching. Svett'sMeth, of Teach. ^^. Al . 

lo Don't forget that the first and most important work in vour school 
is to wake up the mind of vour pupils. Orcutt's T'M., p. 127. 
l*:' Don't fail to see that all are trained incidentallv, but persistentlj 
to habits of right conduct. 

Baldtrin's Art of School Managewnent, p. 280. 
:7 Don't forget that everv pupil has a conscieiice that decides 
whether the act is right or wrong. 

DtGrij^s Sehcol'Boam Guide, p. 301. 
1> Don't do a thing vour conscience tells you is wrong. This is the 
fundamental rule in school government. 

IkGra^'s S. E. G., p. 301. 
19 Don't forget that pupils during this transition period need everv 
safeguard as well as everv incentive to right. 

Baldwin s Art of School Managemeni, p. 280. 
-*':■ Don't think that inteUectnal culture has no relation to moral and 
religious culture. It is inteliecrual culture that renders moral 
and religious culture possible. 

Widxrskam's Methods (^ Ingtruttiomy p. 52. 
-1 Don't give children a familiarity through instruction with phases 
of vice which thev mav not be in the way of seeing committed, 
and which they have no tendency to conimit themselves. 

Currie.? C. S. Ed., p. 21. 

22 Don't forget that the best preservative against error is to teach 

the truth. CurrU'i C. S. Ed., p. 21. 

23 Don't anempt to force yotmg children into precocious moral 

goodness. Be content with moderate measures and results. 
Svct-tfs Jleth. of Teadking, p. 44. 
2-4 Don't omit any fitting occasion to impress a principle upon the 

moral feelings. Svo^tt's 31. of T., p. 49. 

25 Don't forget that the teacher is an artist. His work is the de- 
veloping of the powers of the human soul. 

Coombs'i Sch. Jfan., p. 11. 



PEDAGOGICAL DOX'TS 



26 Don't forget that the great end of education is to perfect man, 

physically, mentally, morally, and religiously. 

Wickershavi's JL of L, p. 27. 

27 Don't give too many bad merit marks. If a pupil receives more 

than five or six misdemeanor marks in a mouth, there is cause 
for alarm. The teacher should feel ashamed. 

Hughes's 3Iistuk€s -in. Teaching, p. 24. 

28 Don't forget that you are a gardner in a plantation of spirits; you 

deal with growing spiritual powers, shape them, fit them for 
this world and somewhat for the next stage of existence. 

KeUogg's School Management, p. 15. 

29 Don't think that education should be either exclusively intellec- 

tual, nor exclusively moral, nor exclusively religious. 

Currie'sC.S. Ed.,-p.5. 

30 Don't forget that a proper scheme of education must provide for 

the training of all man's powers. Baub's S. M., p. 19. 



HINTS ON SUCCESS IN TEACHING 

1 Don't forget that you ought to be more deeply interested in your 

school every day, as every business man is in his business. 

Mason's 1000 IFoj/.s', p. 75. 

2 Don't forget that method and promptitude are essential to your 

improvement and success. OrcutVs Teachers' Manual, p. 257. 

3 Don't forget that the elements of a good teacher may be acquired, 

and it is necessary that you should be thoroughly prepared be- 
fore you attempt to teach. Coombs' s School Man., p. 113. 

4 Don't succumb to difficulties, and don't be daunted by repeated 

failures. GilVs School Management, p. 131. 

5 Don't forget that a teacher who cannot interest his class is a 

failure. Coombs' s S. 31., p. 59. 

6 Don't be afraid of work. It is the only means of success. 

Coombs' s S. itf"., p. 88. 

7 Dont be obstinate but listen to the suggestions of others. 

Coombs' s S. 31., p. 93. 

8 Don't imagine that your education is complete, but be always 

seeking to add to your own knowledge. 

Fitch's Lectures on Teaching, p. 24. 

9 Don't fail to see that all enjoy the same privileges and receive the 

same impartial treatment. Baub's Sch. Man., p. 185. 

10 Don't try to do too much. Overwork brings on worry and excite- 
ment, which always proves harmful. Baub's S. M., p. 195. 



HI>'TS ON SUCCESS IN TEACHING 



1 1 Don't allow yourself to be bound bv laws that wiU admit of no 

display of judgment in gelecting your methods. 

Eclectic Manual of Methods, p. 2o. 

12 Don't forget that the height of the art of teaching, as in aU other 

lesser arts, is found in simplicity. 

Parker's Talks on Teaching, p. 26. 

13 Don't forget that more depends upon what the teacher is, than 

upon what he does. Orcutt's T. M., p. 196. 

14 Don't think that it is always the man who knows the most who 

proves himself the best instructor. Cnlderucjod on Teactiiiuj, p. 3. 

15 Don't fail to ask yourself : ^Vhat is the natural order of present- 

ing a given subject? Pogts T. and P. of T., p. 140. 

16 Don't forget that before you can teach successfully, you must 

understand the true object of education. 

Wickershara' s Method of Ins., ip. 26. 

17 Don't forget that aptness to teach is a gift of nature, still it may 

be improved by culture. Orcutt's T. M., p. 200. 

18 Don't forget that a successful teacher has an earnest devotion to 

his work . Orcutt's T. M. , p . 1 97 . 

19 Don't forget that the teacher should be constantly reading, observ- 

ing, and thinking, for the benefit of his pupils and the honor 
of his profession. Orcutfs T. J/., p. 217. 

20 Don't begin merely by liking your work, but engage in it with 

the highest interest, and throw into it the whole force of your 
character, with a strong faith in its success. 

GiirsSeh. Man., jp.lSl. 

21 Don't attempt to teach too many things. 

Mason's 1000 Ways, p. 174. 

22 Don't make individious comparisons of one child with another. 

Mason's 1000 Ways, p. 176. 

23 Don't speak in an uimatural tone, without variety and flexibility 

of voice. Brooks's X. M. of T., p. 47. 

24 Don't fail to cultivate the acquaintance of the parents 

Co&mbs's S. 

25 Don't fail to be clear in your thought and ready in your expres- 

sion. Brooks's Sor. Meih. p. 47. 

26 Don't teach with a book, if it is possible for you to get along 

without it, Brooks's Sor. Meth., p. 47. 

27 Don't trv to teach a lesson until vou have thoroughlv prepared it 

yourself. Page's T. and P. of T., p. 141. 

28 Don't attempt to teach what vou do not understand. 

SiceU's Meth . of Teach . , p . 98. 

29 Don't forget that what your pupils do for themselves makes the 

strongest impression on their minds. Svcett's M. of T., p. 18. 



38 PEDAGOGICAL DON'TS 

30 Don't think that the best teacher is the one who has devoured 

the most books, but he who can best kindle young hearts into 
enthusiasm by a spark of electric fire from his own soul. 

SioeWs Meth. ofT., p. 17. 

31 Don't forget that the wise teacher always instructs his pupils to 

study thoughts and subjects, instead of words and books. 

OrcuWs T. M., p. 76. 

32 Don't forget that the teacher who has a fixed aim which he stead- 

fastly pursues, cultivates in himself and class concentration of 
mind. GiWs 8. M., p. 23. 

33 Don't be afraid that you will know too much. You will never 

understand all things. Coombs' s Sch. Man., p. 74. 

34 Don't forget that children are eagle-eyed to detect the slightest 

discrepancy betwixt what a teacher recommends and what he 
does, and between his acts at one time and another. 

GiWs S.M., -p. ii:. 

35 Don't forget that success in training pupils to understand a sub- 

ject depends very much upon your ability to present the lesson 
in difl[erent ways. Calkins' s Manual of Object Teach., p. 77. 

36 Don't forget to bring out of every lesson a point, either imme- 

diate or remote. Mason's 1000 Ways, p. 74. 

37 Don't fail to prepare each lesson by fresh study. 

Baub's S. 31., p. 131. 

38 Don't try to please everybody. Do not expect to make your 

school perfect. Stvett's M. of T., p. 84. 

39 Don't become impatient when correcting faults of pupils, or tell- 

ing how or what to do. Giffin's Way to Teach, p. 25. 

40 Don't forget that enthusiasm on the part of the teacher, gives life 

to the student, and impulse to every mental power. 

Swett's M. of T.,p. 85. 

41 Don't forget that you should prepare yourself to aptly illustrate 

difficult subjects. Page's T. and P. of T., p. 371. 

42 Don't forget that to teach a subject well, one must know it well. 

Currie's Common School Education, p. 225. 

43 Don't forget that the grand test of the teacher's ability, and the 

secret of his success, is found in his power to inspire his pupils 
with earnestness and enthusiasm in the business of the school. 

Orcutt's T. 31., p. 127. 

44 Don't forget that as is the teacher so is the school. 

Orcutt's T. Jf., p. 128. 

45 Don't think that all pupils are drawn alike to the same subject; 

some attend more readily to one and some to another. 

Currie's C. S. Ed., p. 77. 

46 Don't try to teach unless you like it. Coombs' s S. M., p. 116. 



HINTS ON SUCCESS IN TEACHING 



47 Don't forget that he who would succeed as a teacher must be a 

censor over his own practice. Calderwood on T., p. 3. 

48 Don't tell pupils anything they should know, or can be led to find 

out by judicious teaching. Hughes^s M. in T., p. 109. 

49 Don't forget that we learn to do by doing, to hear by hearing, 

and to think by thinking. Parker's T. on T., p. 117. 

50 Don't allow too many studies. Rauh's 8. M., p. 72. 

51 Don't think it is a teacher's function to merely hear lessons re- 

cited, and be a censor of failures, and mark results. It is his 
office to teach. Calderivood on Teaching, p. 267. 

52 Don't talk too much. He who can get his pupils to do most of 

the reciting will do the most effective work. 

Coombs' s Sch. Man,, p. 58. 

53 Don't forget that one who accustoms himself to a slavish depend- 

ence upon text-books can not succeed as a teacher. 

Wickersham's M. of L, p. 157. 

54 Don't think that telling is teaching, for it is not. 

Hughes's Mis. in T., p. 109. 

55 Don't fail to provide work for every minute of the school day. 

Let the child have at all times something to do and a motive 
for doing it. Fitch's Lect. on T., p. 100. 

56 Don't think of a scholar merely as material put into your hands 

to mold and manipulate, but rather as a responsible human 
being, whom you are to help. Fitch's L. on T., p. 96. 

57 Don't forget to vary your methods, as variety is attractive to 

children. Brooks's N. M. of T., p. 246. 

58 Don't use a formal routine in teaching. Page's T. and P., p. 146. 

59 Don't neglect to especially prepare yourself for each lesson you 

assign. Page's T. and Prac. of Teaching, p. 141. 

60 Don't fail to follow Nature in your methods of teaching. Every- 

thing natural goes smoothly and easily. There must, there- 
fore, be no pressure. Learning should come to children as 
swimming to fish, flying to birds, running to animals. 

Quick's Essays on Ed. P., p. 56. 

61 Don't forget that what the learner discovers by mental exertion 

is better known than what is told him. Teach the child to 
teach himself. Quick's E. on Ed. P., p. 308. 

62 Don't be a quack — ''one who," the dictionary tells us, ''practices 

an art without any knowledge of its principles." 

Payne's Lectures, p. 31. 

63 Don't make of your pupils merely mechanical artisans, knowing 

the how, but ignorant of the why; expert in processes, but unin- 
formed in principles; instructed but not truly educated. 

Payne's Lect., p. 33. 



40 PEDAGOGICAL DON'TS 



OBJECT-TEACHING 

1 Don't fail to employ a method of instruction which proceeds from 

the simple to the compound, from the concrete to the abstract, 
from perception to reflection, from examples to rules, from 
facts to laws, and that fosters the self-activity of the pupil. 

Dictionary of Ed.,^. SS. 

2 Don't forget the Pestalozzian laws of Education: 1. A knowl- 

edge of things should precede that of words. 2. The only 
effective agents, in the first stages of mental growth are the 
senses, chief of which is the eye. 3. Near objects in simple 
forms and relations are first to be studied. 4. With these 
familiar objects as a center, gradually widen the sphere of 
knowledge. Dictionary of Ed. , p. 220. 

3 Don't fail to afford to the mind the means to grasp ideas from ob- 

jects, by actual perception, before attempting to teach verbal 
expression of those ideas. Diet, of Ed., p. 220. 

4 Don't underestimate the value of Object Teaching — a method of 

instruction in which objects are employed by means of which 
to call into systematic exercise the observing faculties of young 
pupils. Die. of Ed., ^.220. 

5 Don't forget that the success of every appliance depends mainly 

upon the intelligence with which it is used. 

Spencer on Education, p. 102. 

6 Don't forget in teaching by object lessons, that the aim is to 

secure culture and impart instruction. Baub's M. of T., p. 53. 

7 Don't permit yourself and pupils to become so much interested in 

the objects, that you neglect the lesson to be derived from 
them. Baub's M. of T., -p. 64. 

8 Don't fail to arrange each object so as to have an aim, and to legiti- 

mately follow its predecessor. Baub's M. of T., p. 54. 

9 Don't fail to cultivate the Perceptive Powers by requiring pupils 

to describe objects. Brooks's N. M. of T., p. 42. 

10 Don't forget that children evince their knowledge-acquiring 

power by noticing objects, and learning their qualities and 
phenomena. Wickcrshani' s Methods of Ins., p. 105. 

11 Don't rely upon verbal description of facts or phenomena when a 

different course is open to you. 

Wiekersham'^ s Methods of Instruction, p. 351. 

12 Don't forget that the most skillful and enlivening word painting 

makes a weak impression upon the minds of your pupils in 
comparison with the real thing. Wickersham' s M. of I., p. 351. 



OBJECT-TEACHIXG 41 

13 Don't give more attention to the book than the boy. Study the 

boy while he studies the book. Train him to correct and 
patient thinking. Habits of mind are more important than 
particular lessons. Baldivin's Art of School Man., p; 443. 

14 Don't forget that object lessons impart valuable knowledge in a 

form best suited to the capacity of children. 

Wickersham^s 31. of I., p. 42, 

15 Don't forget that things are learned more quickly and accurately 

through the eye than through the ear. Sivett's M. of T., p. 57. 

16 Don't forget that primary teaching should be inductive. 

Brooks's Nor. Meth. p. 75. 

17 Don't forget that children delight in examining curiosities in 

nature and art, in looking at pictures, and in witnessing 
experiments. Wickersham's M. of I., p. 351. 

18 Don't forget that primary concepts must be taught objectively in 

all grades of school work. White' s Elements of Pedagogy, p. 113. 

19 Don't forget the fundamental maxim of modern education that 

concrete knowledge must precede abstract. 

Cyclopedia of Education, p. 2. 

20 Don't forget that Nature's earliest lessons consist in teaching her 

pupils the use of their senses. * * * An object appears. 
Nature whispers, "Find out what it is. Touch it." She aids 
the pupil to teach himself. Payne's Lectures, p. 124. 

21' Don't forget that learning is essentially self-tuition, and teaching 
is superintendence of the process. Help the pupil to teach 
himself. Payne's Zee, p. 120. 

22 Don't forget that it is better to lead by stimulating to investiga- 

tion and skillful questioning than by down-pouring or lengthy 
explanations. Payne's Lee, p. 117. 

23 Don't forget that object lessons furnish the best discipline for 

the young mind. Wicker sham'' s M. of I., p. 143. 

24 Don't forget the fundamental principles of Jacotot's method : 

(1) Learn — i. e., learn so as to know thoroughly, perfectly. (2) 
Repeat — don't let the facts slip away. (3) Reflect — analyze, re- 
combine. (4) Verify — test. Payne's Lee., -p. ^2. 

25 Don't forget these maxims : "Begin at the beginning." "Fol- 

low a natural order." "Classify knowledge." "Master prin- 
ciples." DeGraff's S. R. G., p. 337. 

26 Don't fail to review every day, or much will be lost. Do not try 

to teach too much; better teach a little and teach it weU. 

DeGraff's S. R. G., p. 305. 

27 Don't make the school-room a prison. Classes too young to pre- 

pare lessons themselves, should be provided with "busy work" 
of various kinds. Make their school hours short. 

DeGraff's S. R. G., p. 305. 



42 PEDAGOGICAL DON'TS 



SIGNALS 

1 Don't permit, except in extreme cases, anyone to raise the hand 

while a chiss is on the floor reciting. Baub's Sch. Man., p. 79. 

2 Don't permit a pupil to speak until recognized by the teacher. 

DeGraff's School-Boom Guide, p. 313. 

3 Don't permit snapping of the fingers. The chief class-sign is 

that of raising of the hand. Raub's S. 31., p. 79. 

4 Don't allow signals during recitation. 

BeGmff's S. B. G., p. 309. 

5 Don't try to startle a class into being orderly. 

Hughes's 3Tistakes in Teaching, p. 51. 

6 Don't try to drown the noise of your pupils by making a greater 

noise yourself. Hughes's 31. in T., p. 52. 

7 Don't be satisfied with order which lasts only while the teacher is 

present. Hughes^s 31. in T., p. 69. 

8 Don't use too many signals. Baub^s Sch. 3[an., p. 135. 

9 Don't think that order means perfect quiet or stillness, the order 

needed in school is work systematized. 

Hughes's 31. in T., p. 50. 

10 Don't confound "securing order" with "maintaining order." 

Hughes's 31. in T., p. 46. 

11 Don't ask a pupil if he has been out of order when you know he 

has. Giffin's Way to Teach, p. 29. 

12 Don't tolerate noise during study hours. Baub's S. 31., p. 29. 

13 Don't allow study hours to be interrupted, for if you do you, in 

in the same degree, rob your scholars of mental discipline and 
tolerate among them, mental dissipation. 

OtguWs T. 31., p. 102. 

14 Don't forget that dismissals should be systematic, even if the call- 

ing of classes be not with signals. Mason's 1000 Ways, p. 40. 

15 Don't think that pupils always desire a noisy school. They have 

some interest in their own welfare at least. 

Coombs^ s School Management, p. 83. 

16 Don't forget that in calling classes to recitation, or in dismissing 

school, it is well to observe some regular signals. 

3Iason's 1000 Ways, p. 139. 

17 Don't forget that eternal vigilance is the price of order it the 

school-room. Swett's 3Ieth. of Teach., p. 68. 

18 Don't call out your pupils to class one by one as you name the 

numbers, first, second, etc. Baub's S. 31., p. 80. 



SIGNALS 43 



19 Don't fail to have your pupils carefully trained in well-planned 

school tactics. By school tactics we mean a system of signals 
and movements adapted to school work, 

Baldwin's Art of S. M., p. 90. 

20 Don't fail to use proper signals in calling school, in calling classes, 

in dismissing classes, and in dismissing school. A good system 
of signals tends to systemize school work and saves time. 

Bauh's S. 31. , p. 77. 

21 Don't forget that quietness in ruling is the sure sign of conscious 

and acknowledged power. Galderwood on Teaching, p. 45. 

22 Don't try to teach without having good order. 

Hughes's M. in T., p. 45. 

23 Don't forget that the signals are for children. Many signals con- 

fuse, and to master them wastes much of the energy of teacher 
and pupils. Baldwin's Art of S. M., p. 91. 

24 Don't permit your pupils to scramble in a disorderly way to 

seats or class. Rauh's S. M,, p. 80. 

25 Don't forget that signals should be few and significant. The cor- 

rectness of this principle will hardly be questioned but in 
practice its violation is almost universal. Art of S. M., p. 91. 

26 Don't forget that each movement should have its own signal. 

When a given signal is always used for the same movement, 
the pupil learns to respond almost mechanically. 

Baldwin's Art of S. iHf., p. 91. 

27 Don't allow anyone to speak without permission. Desire to speak 

is indicated by raising the right hand high as the head, and 
holding it still. Baldwin's Art of 8. M.,^. 54. 

28 Don't forget that all movements following signals should be exe- 

cuted quietly, quickly, and with Military Precision. 

Baldivin's Art of S. 31., p. 91. 

29 Don't allow unnecessary signals or questions. Snapping fingers 

must never be tolerated. Baldvjin's Art of S. 31. , p. 97. 

30 Don't have too many regulations or signals. Friction wastes 

energy. The simplest machinery possible that will accomplish 
the work is best. Baldwin's Art of S. 31., p. 446. 

31 Don't fail to have a daily programme of study and recitation. 

At a signal all grades change books for the next study. 

Hoffman's 3Iethods of Teaching, p. 44. 

32 Don't vary your rules or code of signals. Your system of disci- 

pline should be well thought out before-hand and adhered to. 

Orcutt's T. 31., p. 21. 

33 Don't use arbitrary signals. Each signal should be significant, 

having its definite, unvarying meaning, and should be promptly 
and quietly obeyed. Eauh's S. 31., p. 77. 



44 PEDAGOGICAL DON'TS 



LANGUAGE 

1 Don't fail to have talking exercises daily, if possible. Eead a 

story and call on the children to re-tell it. 

Metcalf^s How to Teach Language, p. 5. 

2 Don't forget that obscurity in the language of a question may lead 

to incorrect answers, for which the teacher and not the pupil 
is responsible. Use plain language and clear direct questions. 
BauVs School Management, p. 126. 

3 Don't forget that clear language needs clear thought, and clear 

thought needs clear language to express it. 

Raub's S. 31. , p. 133. 

4 Don't forget that the teacher's language should be well chosen 

and correct, that his pupils may not lose respect for him be- 
cause of his many errors of speech. Raub's S. M., p. 135. 

5 Don't forget that your language, your manner, your illustrations, 

and your methods must be suited to the advancement of your 
pupils, and that in all cases they will serve more or less as 
models. Baldwin's Art of School 3fan., p. 302. 

6. Don't fail to have pupils memorize gems of English poetry. 

Metcalf's H. to T. X., p. 66. 

7 Don't fail to cultivate the habit of correct speaking and writing 

on the part of your pupils. Metcalf's H. to T. L., p. 81. 

8 Don't forget that the pupil should, under the guidance of a 

teacher, work out his own instruction and discipline, and by 
daily practice in speaking and writing, learn to express his 
ideas with grace and cogency. 

Holbrookes School Management. 

9 Don't fail to train your pupils so they can tell what they know, 

and tell it in good language. Baub's S. M., p. 118. 

10 Don't forget that good speaking is not taught by rules but by cor- 

recting the errors made in conversation. 

Hughes's Mis. in Teach., p. 46. 

11 Don't forget that thinking must preceed talking or writing. 

Metealf's H. to T. X., p. 25. 

12 Don't forget that a word is used simply and solely to recall an 

idea; keep this in mind when teaching little children to read. 
Parker's Talks on Teaching, p. 31. 

13 Don't teach words before things. Brooks's Nor. Meth., p. 68. 

14 Don't expect children to speak perfect English, and do not be- 

come over precise and fussy about their expressions. 

Sicett's Meth. of Teach., p. 93. 



KECEEATION _^ 

15^ Don't use language unintelligible to children whenever an ex- 
planation is given. Pagers T. and Prac. of Teaching, p. 147. 

16 Don't use a hard word when an easy ''''^ ^^^/^^^^^j ^^^ p^ 98. 

17 Don't try to teacli unless you are able to use ^f^^^T^^"^ 

and correctly. P^9^'^ T. and P. of T., p. 144 

18 Don't fail to train even the youngest children to speak correctly. 

Eight formation is easier than refo^^mahon. Begin with oral 
fxircisis, then written. PoweWs How to Talk, p. 92. 

19 Don't repeat set phrases, day after day. Use good language plain 
^^?vlyLy English. Seek ease, a-racy,^^^^^^^^^^^ 

'' ^-:LK^:^;u^^4?^Sdco^-^^^^ 

to banisli bad knguage and bad pronunciation than all the set 

Grammer lessons that can be given. „ i i r> 

^ Fowle's Common School Grammar. 

21 Don't forget that every school exercise may be a language exer- 
else. Keep the diss on the alert to notice and report, when 
called for, any and all errors in pronunciati^^ oj Grammar. 



RECREATION 

1 Don't fail to regulate the plays of your pupils in such a way as to 

make them most beneficial physically and mentally. 

Baub s inch. Man., p. tv. 

2 Don't for-et that the presence of the teacher in the play-ground 
" should^restrainwhatis wrong, without in any way checking 

the interest in healthful sports and innocent recreation 

Hughes's Mistakes in Teaching, p. 1/ . 

3 Don't omit yard supervision. Pupils who are not controlled in 

the yard are not easily managed m the school-room. 

^ Hughes's M. m i., p- t/. 

4 Don't fail to occasionally gratify your pupils with excursions into 

interesting parts of the country. ^ ^ , ^ ^ . , ^aq 

^ ^ DeGrafs School-Boom Guide, p. 303. ^ 

5 Don't fail to frequently exhibit amusing and instructive experi- 

ments. Ask the pupils to assist you.^^^^^^ ^ ^ ^^ ^^ ^^^ 

6 Don't forget that education lies in the line of least i-f sistance; i.e, 

the iini of greatest pleasure. Baldwin's Art of Sch, Man. p. 53. 



46 PEDAGOGICAL DON'TS 

7 Don't allow the children to indulge in rough games which inter- 

fere with the comfort of those not engaged in them, or 
endanger the limbs of those who are playing. 

Hughes' s M. m T., p. 17. 

8 Don't allow pupils to take their books with them for the purpose 

of studying when they ought to play. 

Sivett's 3Ieth. of Teach., p. 36. 

9 Don't fail to provide intervals for recreation as carefully as 

periods for study. Currieh Com. Sell. Ed., p. 151. 

10 Don't allow your pupils to go without exercise, and see that the 

exercise is pleasant. Haub's Sch. Man., p. 42. 

11 Don't forget that education should fit a man for every enjoyment 

as well as for work. Currie''s C. S. Ed., p. 70. 

12 Don't forget that a child never reveals his whole nature as he 

does when playing. Study your pupils not only in the school- 
room but on the play-ground as well. Hughes's M. in T., p. 18. 

13 Don't forget that cheerfulness is the best of all hygienic agencies. 

Hardy, vigorous games for the boys; "romping " and appro- 
priate plays for the girls. As a rule let pupils select their own 
games. Baldwin'' s Art of S. 31., p. 131. 

14 Don't fail to encourage every form of out-door amusement. 

Health is the first thing. School life is the time when, most of 
all, healthful recreation is needed. Art of Sch. Man., p. 67. 

15 Don't fail to train your pupils to live hygienically. Manage to 

have all of them take vigorous exercise regularly, and enjoy it. 
*'A sound mind in a sound body" means happiness. 

Baldwin's Art of S. 31., p. 76. 

16 Don't imagine that anything can take the place of amusements as 

a hygienic agency. Recreation is re-creation. Study exhausts; 
play rests. Think about this and act wisely. 

Baldwin's Art of S. M., p. 67. 

17 Don't restrain sport on the play-ground, except for reason. Voice 

and limb should be free at recess. Fresh air and proper exer- 
cise are needed. Buckham's Hand-Book, p. 118. 

18 Don't over-regulate the sports of childhood. Healthy and really 

useful play is spontaneous. Fitch's Lect. on T., p. 103. 

19 Don't forget that gymnastics and play are as much a part of 

school as Greek. They do for the body what study does for 
the mind. Develop both mind and body; and go to no excess 
in either. /. E. Poivers. 

20 Don't neglect proper recreation. The higher value of games 

over gymnastics is generally acknowledged. In games the ac- 
tivity is spontaneous and conducive to general invigoration. 

Cyclopedia of Education, p. 311. 



EECESS 47 



RECESS 

1 Don't fail to have recess morning and afternoon, and occasional 

recesses, say of two to four minutes. They are as necessary as 
the safety-valve on a boiler. Orcutt's Sch. Teaching, p. 73. 

2 Don't fail to have at least one recess of fifteen minutes each half 

day. Times for recreation are quite as necessary as times for 
labor, RauVs School Management, p. 83. 

3 Don't forget that a faithful teacher will give some attention to his 

pupils while on the play-ground as well as when in the school- 
room. Raub's S. M., p. 38. 

4 Don't allow disorder in the school-room during recess. Pupils 

should not be allowed even to remain in the school-room 
during recess, unless the weather is unfavorable. 

Hughes^ s Mis. in Teach,, p. 29. 

5 Don't keep pupils in at recess for failure in lessons. ''AH 

work and no play makes Jack a dull boy," even if he is not 
naturally dull. BeGi-aff's School-Room Guide, p. 323. 

6 Don't allow scholars to take their books with them at recess, 

for the purpose of studying, when they ought to play. 

Sivett's Meth. of Teach., p. 36. 

7 Don't forget to ask the pupils to arrange their books and slates so 

that they will not be thrown on the floor during recess. 

Holbrookes School Management, p. ]69. 

8 Don't forget that it is a good plan to excuse pupils by rows or 

tiers of seats, rather than pronounce the word, ^'Recess," and 
thus initiate general disorder and misrule by permitting forty, 
sixty, or more to bound pell-mell towards the door. 

Holbrooks^s Sch. Man., p. 69. 

9 Don't forget that if children learn evil habits or hear impure or 

profane language at school, they do so chiefly during the recess. 
Keep your eyes and ears open and know what is going on. 

Hughes^s M. in T., p. 17. 

10 Don't fail to provide for interruptions. Have a fixed period, as 

the time of changing classes, when questions may be asked. 

RauVs 8. M., p. 83. 

11 Don't fail to have recess each half day. Boys and girls should 

have recess at same time. Recess affords opportunity to ven- 
tilate the school-room ; the pupils are kept fresh, and in con- 
dition for vigorous study. Ralchvin's Art of S. M., p. 113. 

12 Don't forget that the laws of health are the laws of God, and are 

as binding as the Decalogue. Take time for recreation. 

Dr. Willard Parker. 



48 PEDAGOGICAL DON'TS 



MEMORY 

1 Don't neglect memory, the treasure-house of the mind. Plato 

makes it the mother of the muses. Aristotle sets it one degree 
further, making experience the mother of the Arts, memory 
the parent of experience. Fuller. 

2 Don't overburden your memory, nor make so faithful a servant a 

slave. Kemember, Atlas was weary. Study methodically, 
digest well. Fuller. 

3 Don't forget that memory, perhaps more than any other faculty 

of the mind, is dependent upon the physical condition of the 
body. * * * Memory depends upon the association of 
ideas; vividness, repetition and attention are the keys to it. 

ZeWs Encyclopedia f p. 334. 

4 Don't forget that no teacher experiences so much difficulty in 

enabling his pupils to comprehend a lesson, as he does in im- 
pressing it upon the memories after it has been explained. 

Hughes's Mistakes in Teaching, p. 88. 

5 Don't forget that definitions and principles stated in exact terms 

by the author cannot likely be improved by the student, and it 
is better therefore that such of these as are important be com- 
mitted to memory. Raub's Sch. Man., p. 54. 

6 Don't forget that close attention is necessary to strengthen the 

memory and thus enable us to retain knowledge and recall it 
at will. Baub's Sch. Man., p. 110. 

7 Don't forget that there are certain portions of every text-book 

which must be committed, but one of the chief abuses of the 
text-book consists in committing everything verbatim, and 
attempting to recite in the exact language of the book. 

Baub's M. of T., p. 54. 

8 Don't forget that memory, like a piece of shining metal, shines 

more brightly the more frequently it is burnished. 

Hughes's M. in T., p. 88. 

9 Don't forget that sitting down immediately after a lesson to com- 

mit a task to memory is a bad plan, for the mind is not then 
in its most-receptive state. Fitch's Lectures on Teaching, p. 131. 

10 Don't forget that when selections are memorized they should be 

short, and only such as contain valuable sentiments clothed in 
the best of language. Baub's Meth. of Teach., p. 115. 

11 Don't forget that committing to memory senseless rhymes which 

will not be forgotten when we want to rid ourselves of them 
is not only useless, but also mischievous. 

Baub's M. of T., p. 115. 



MEMORY 49 



12 Don't permit a pupil to commit an answer to memory and repeat 

it without fully understanding it. • Baub's S. M., p. 129. 

13 Don't permit rote learning. Only that which is understood may 

be committed to memory. Quick's Essays on Ed. B., p. 56. 

14 Don't make too much of sensational memory. Develop intel- 

lectual memory. Interest children in what they learn. Set 
them to thinking. ^- H. Quick. 

15 Don't forget that memories are often weak and that repetition is 

the teacher's sheet-anchor. 

Payne's Lectures S. and A. of Ed., p. 8. 

16 Don't forget 'Hhe three A' s'' which form the key to successful 

memory culture— Attention, Arrangement, Association. 

^ ■ B.H. Quick. 

17 Don't forget that, to many, the morning when the mind is fresh 

is the best time to commit a task to memory. 

Fitch's Lect.on Teach., p. 131. 

18 Don't forget that however well anything is learned for the time 

being, it will fade away and pass into oblivion if not called up 
again and again. Swett's Meth. of Teach., p. 94. 

19 Don't fail to require pupils to commit to memory gems of thought. 

Coombs's School Management, p. 121. 

20 Don't neglect the best way to cultivate memory. You must lead 

pupils to feel an interest in what you wish them to remember. 

Brooks's Nor. Meth., p. 43. 

21 Don't forget that pupils should be trained to think and investi- 

gate for themselves. It is the only way to make thorough 
scholars. Coombs' s Sch. 3Ian., p. 62. 

22 Don't fail to see that the child fully comprehends what it commits 

to memory. Coombs' s S. M., l^. 121. 

23 Don't allow pupils to commit to memory, where they ought 

simply to comprehend. Baub's S. M., p. 110. 

24 Don't forget that the fundamental property of memory, called by 

psychologists retentiveness, underlies all acquisition. The 
cultivation of the memory on all sides must ever remain a 
chief part of the teacher's work. 

Cyclopedia of Education, p. 213. 

25 Don't forget Dr. Raub's suggestions on the culture of memory: 

1. Attention is the key to memory. 2. Memory is strength- 
ened by use. 3. The memory should be trusted. 4. Inter- 
esting knowledge aids memory culture. 5. The laws of 
association aid the memory. 6. Repetition aids the memory. 
7. Methodical arrangement aids the memory. 8. Memor- 
izing choice selections of prose or poetry aids the memory. 
9. Original thought aids the memory. 10. Clear compre- 
hension aids the memory. Baub's S. J/., p. 410. 



50 PEDAGOGICAL DON'TS 



EXAMINATION 

1 Don't forget that a school examination is a good servant but a 

bad master. When rightly managed, good results are obtained; 
when unwisely managed, it becomes a crude instrument of 
torture. Baldwin's Art of School Man., p. 360. 

2 Don't mark so frequently that the pupils will strive to recite for 

the marks they get. Raub^s School Management, p. 148. 

3 Don't fail to teach properly and to examine wisely, to test results. 

What an eye-opener a searching written examination would 
be in schools where teachers talk and explain much, and the 
pupils recite very little! White's Pedagogy, p. 197. 

4 Don't worry your pupils by telling them constantly that they are 

likely to fail. Baub's S. of M., p. 144. 

^ Don't classify and promote on examination percentages alone. 

Baub^s Sch. Man., p. 143. 

6 Don't stuff pupils for examination. Such teaching is wrong. 

Instead of developing, it dwarfs. Pupils properly taught are 
always prepared for examination. 

Baldwin's Art of S. M., p. 362. 

7 Don't let any part of the preparation for examination be consid- 

ered exceptional, but incorporate the whole of it, as far as 
possible into the daily programme of the school. 

Fitch's L. on T., p. 171. 

8 Don't make examinations instruments of torture, nor a stimulus 

to cramming. Confine them to what the pupil ought to know 
and ought to be able to do. No puzzles or * 'catch questions" 
are admissible. Baldioin's Art of S. M., p. 361. 

9 Don't undertake to prepare the pupils of your school for more 

than one extended examination, and make sure that the 
scheme selected corresponds to your own aim and ideal of 
school-work. Fitch's Led. on Teach., p. 170. 

10 Don't mark on technicalities or book-language but on general 
questions and general principles. Baub's S. 31. , p. 147. 

12 Don't abuse the system of examinations. Restrict the examina- 

tion to few subjects, and ask only such questions as call for 
method in their answer rather than fact. 

Cyclopedia of Education, p. 116. 

13 Don't in examinations, dwell on particular; examine only on the 

main points. Baub's Sch. Man., p. 143. 

14 Don't mark examination papers on anything but merit alone. 

Have no favorites. Baub's S. M., p. 147. 



KEVIEW 51 



15 Don't forget that examinations should be a means, not an end. 

The aim is to test mental power and the mastery of principles ; 
to stimulate thought, and deepen and widen knowledge. 

Baldwin'sArtofS.M.,ip.S60. 

16 Don't forget that cross-examinations of teachers by pupils, or 

pupils by teachers, are valuable and interesting. 

^ ^ ^ ^Mason's 1000 Ways, p. 127. 



REVIEW 

1 Don't fail to review, review, review, carefully, thoroughly, 

repeatedly, with fresh consideration and thought. 

Baldwin'' s Art of School Management, p. 351. 

2 Don't forget that the thorough mastery of one lesson generally 

depends upon the preceding lesson having been well learned. 

Cyclopedia of Education, p. 35. 

3 Don't fail to review every day, or much will be lost. 

BeGraff's School-Boom Guide, p. 336. 

4 Don't fail to review, review, review, if you would prepare your 

classes for examination and for business life. 

Orcutt's Teacher's Manual, p. 137. 

5 Don't fail to observe how nature teaches. Action! Action! is her 

maxim of training; and things! things! are the objects of her 
lessons. Her pupils learn to do by doing. She gives no gram- 
mar of seeing, and hearing. She adopts much repetition, and 
bides her time. Payne's Lectures, p. 55. 

6 Don't teach simply for examination, but teach in a manner that 

what you teach may sink into your pupils' minds, and 
stay there for life. Keview daily. 

Hoose's Meth. of Teach., p. 171. 

7 Don't think that one teaching of the subject will be sufficient. 

It is not only necessary to repeat but to review. 

Hughes's Mistakes in Teaching, p. 87. 

8 Don't forget that good methods of teaching provide for reviews 

of each subject taught, to gather up and fasten the important 
facts in the pupil's mind. 

Calkins' s Manual of Object Teaching, p. 81. 

9 Don't fail to have a brief review of the preceding lesson as a 

prelude to the lesson of the day. BeGraff's S. B. O., p. 314. 
10 Don't forget that the most valuable reviews are those which are 
held daily. They are in some respects more beneficial than a 
formal examination. Baub's S. M., p. 144. 



52 PEDAGOGICAL DON'TS 



WHISPERING 

1 Don't allow whispering or the writing of notes. Whispering is 

the source of all evils in the school. The only safe rule is pro- 
hibition. Hoffman's Methods of Teaching, p. 235. 

2 Don't forget that whispering during study hours is an unmitigated 

evil, and those who permit it make a grievious error. 

Hughes's 3fis. in Teach., p. 27. 

3 Don't grant permission to speak, unless at times set apart for that 

purpose. Baldwin's Art of School Man., p. 148. 

4 Don't allow a pupil repeatedly guilty of communication the 

privilege of recitation. Baldwin's Art of S. M.,p. 162. 

5 Don't allow one pupil to over-burden another by asking him 

questions intended for the teacher. 

Northend's Teacher^ s Assistant, p. 823. 

6 Don't grant permission to speak. Say firmly *^ No," thus train- 

ing your pupils to the habit of non-communication . 

Baldwin's Art of Sch. Man.,]). 149. 

7 Don't allow any communication by means of writing or voluntary 

signs. Baldwin's Art of S. M., p. 140. 

8 Don't forget that the best method of checking whispering is to 

give the pupils all they can do, and then to watch them and 
see that they do it. Mason's 1000 Ways, p. 148. 

9 Don't think absolute silence possible or necessary in the school- 

room. Hoffman's Meth. of Teach., p. 234. 

10 Don't allow whispering on the plea of ''allowing pupils to assist 

each other." Whispering cannot be restricted to the limit 
named, nor can children teach each other. 

Hughes's M. in T., p. 27. 

11 Don't make too many rules about whispering. It is one of the 

puzzling questions of school-management. Pupils will whisper, 
and rigid rules only make them deceitful. But pupils should 
understand that they must not whisper except when permission 
has been granted. Bauh's Sch. Man., p. 188. 

12 Don't forget that whispering is best subdued by requests. The 

the teacher may with profit give a whispering recess of a min- 
ute or so every hour, as an escape-valve. 

Raub's S.M., ^.ISS. 

13 Don't make a hobby of "No Whispering." With plenty of 

work, occasional whispering recesses, and a live teacher, 
this vexed question solves itself. 

De Graff's School-Room Guide. 



COURTESY 53 



COURTESY 

1 Don't fail to teach your pupils to be polite to you and to one 

another. Giffin^s Way to Teach, p. 34. 

2 Don't indulge in anything inconsistent with true politeness. 

Mason's 1000 Ways, p. 73. 

3 Don't fail to have a few kind words of welcome for your pupils 

each morning. The teacher sbould be a model of decorum. 
Baldwin's Art of Sch. Man., p. 153, 

4 Don't forget that the encouragement of a manly and womanly 

spirit among your pupils is often more important than the 
things they learn from books. 31ason's 1000 Ways, p. 144. 

5 Don't fail to convince your scholars by your conduct that you are 

their friend. Page's T. and Prac. of Teaching, p. 361. 

6 Don't hesitate to ask the pardon of a pupil or class that you have 

accused wrongfully. Giffin's Way to Teach, p. 29. 

7 Don't listen to tales from your pupils in regard to their former 

teacher. Coombs^ s School Management, p. 75, 

8 Don't think that confidence can be gained in any other way than 

by friendliness. Currie's C. S. Ed., -p. 19Q. 

9 Don't make a pupil lose his own self-respect, or expose him to 

contemptuous remarks by his companions. 

Hughes's Mistakes in Teaching, p. 73. 

10 Don't neglect the courteous greeting of your pupils. 

Gill's Sch. Man., p. 49. 

11 Don't fail to cultivate sentiments of justice, kindness, forbear- 

ance, and courtesy. DeGraff's School-Boom Guide, p. 336. 

12 Don't forget that the best preservative against wrong is to inspire 

the mind with allegiance to right. 

Curriers Common School Education, p. 151. 

13 Don't fail to exemplify in the school-room, so far as possible, 

every direction in manners. The polite phrases of society 
should be used by the teacher to the pupil and vice versa. 

Dewey's How to Teach Manners, p. 20. 

14 Don't forget that in the discipline of the school, when children 

have had training in good manners, the question *' Is this 
polite? " is often more effectual than a severe reprimand. 

Dewey's H. to T. Manners, p. 20. 

15 Don't forget that a polite request is at any time more refining 

and effective than a stern command. Instead of saying *' Do 
this" or ** Do that," make a practice of saying ''Will you 
kindly do this," or " Please do that." Deivey's Manners, p. 17. 



54 PEDAGOGICAL DON'TS 



HOW TO STUDY 

1 Don't leave your pupils to git:)pe their way. Train them in right 

methods of study: 1. Read the lesson carefully to get its 
general scope. 2. Master the leading features of the lesson. 
3. Study details and illustrations. 

Baldwin^ s Art of School Managemeftit, p. 249. 

2 Don't fail to have tools to work with: 1. The dictionary stands 

first. 2. Other reference books. A good encyclopedia is 
invaluable. 3. Objective helps — nature's method. 4. Out- 
lines of Subjects. Ideas are associated in logical relation. 

Currie's Common School Education, p. 297. 

3 Don't simplify or dilute the subject too much for your pupils. 

Hard study is healthy. It develops mental vigor, and prepares 
for practical life, as nothing else will. Prof. F. T. Kemper. 

4 Don't disturb pupils while studying. Prohibit all unnecessary 

interruptions. Whatever distracts attention should be avoided, 
for attention is the key to success in study. R. H. Quick. 

5 Don't forget that self-application is the only condition of sound 

learning. Study is mental gymnastics, systematic thinking. 
It is necessary to mental growth and strength. 

(h^cutt's Teachers' Manual, p. 74. 

6 Don't forget that close and continuous attention is necessary to 

success in study. Start right. Adopt right methods of master- 
ing a subject. Then concentrate, focalize the mind upon it, 
forget all else, work like a Trojan, and the victory is won. 

Carlyle. 

7 Don't fail to have pupils study systematically both as to time and 

method. ''Method is everything," says Everett. One who 
knows how to study can accomplish much more in less time 
than one who lacks system and concentration of thought. 

Bcddwin's Art of School Man., p. 288. 

8 Don't hurry too much. Be thorough. Grasp principles. Think 

vigorously, clearly, and independently. Study to know, not 
to recite. Use what you learn, and it is yours. 

Baud's S. M.,.p. 110. 

9 Don't permit loud study. Suspend exercises until quiet. Train 

pupils to study with closed lips. 

DeGraff's School-Room Guide, p. 309. 
10 Don't fail to teach proper habits and methods of study, and 
correct whatever is faulty. Form correct habits of thinking 
and doing. DeGraff's S. R. G., p. 312. 



ATTENDANCE tiS 



ATTENDANCE 

1 Don't fail to impress upon pupils and parents the fact that without 

regularity of attendance satisfactory progress is impossible. 
Each lesson depends more or less on the preceding lesson and 
the pupil who misses the first is likely to be incapable of bene- 
fiting by the second. Cyclopedia of Education, p. 53. 

2 Don't fail to encourage regularity of attendance : 1. Interest 

pupils. Show the value of each day. Teach well. 2. Inter- 
est parents. 3. Inflict necessary punishments. Irregularity 
is a serious evil. If it becomes chronic, it may work forfeiture 
of seat, position in class. Baldwin's Art of S. M., p. 361. 

3 Don't allow absenteeism, if possible to avoid it. Irregular attend- 

ance is not only of no profit to the pupil concerned, but a 
positive injury to the other pupils of the school or class. 

Dictionary of Education, p. 2. 
4 Don't forget that regularity of attendance is, within certain limits, 
a criterion of the efficiency of your management and instruc- 
tion. Pupils who are interested attend regularly as a rule. 

Die. of Ed., p. 2. 

5 Don't forget that regularity and punctuality of attendance are 

indispensable to the success of a school. Necessity alone can 
justify absence. The teacher should call for a written excuse. 
Northend's Teacher's Assistant, p. 333. 

6 Don't allow a scholar to join his classes until he recites all his 

back lessons. A scholar tardy to-day without excuse, loses his 
seat to-morrow. 3Iason's 1000 Ways, p. 163. 

7 Don't fail to make tardiness unpopular. Have each tardy pupil 

step to the board and write his name and number of minutes late. 

Ilason's 1000 Ways, p. 165. 

8 Don't fail to reduce tardiness and absenteeism to a minimum. 

Make the tardy pupil figure up, if he can, the total time lost, 
if the school had been as late as he. Also its value at 20 cents 
per hour. Mason's 1000 Ways, p. 168. 

9 Don't fail to show pupils that the best work can be done only 

when they are regular in daily attendance at school. A system 
of graduation for rural schools should be adopted. It would be 
a powerful incentive to regular attendance and diligent study. 
Baub's School Management, p. 149. 
10 Don't fail to talk kindly with a scholar, learn the true cause of 
his absence or tardiness, and show an earnest, unselfish interest 
in his welfare. Have a '' Eoll of Honor" for names of those 
who are not absent or tardy. 3Iason's 1000 Ways, p. 171. 



56 PEDAGOGICAL DON'TS 



CLASSIFICATION 

1 Don't fail to organize and classify your school as well as circum- 

stances will permit. The greatest intrinsic disadvantage of 
country schools is the lack of a proper system of grading. 

Johonnot's Principles and Practice of Teach., p. 373. 

2 Don't forget that everything depends on thorough organization. 

Classify as well as possible from the information at hand. If 
objections arise or mistakes are made, do not act rashly. Re- 
examine pupils, consult parents and if need be, modify your 
course. OrcutVs School Keeping, p. 41. 

3 Don't fail to assign each pupil to his appropriate sphere, where 

he will work easily and successfully, with his time fully occu- 
pied. Have as few classes as possible. 

OrcuWs Teachers'' Manual, p. 17. 

4 Don't forget that good organization enables both pupils and 

teacher to do the greatest amount of work. Nothing in the 
teacher's art deserves more careful attention. 

Curriers Common School Education, p. 129. 

5 Don't forget that the seeds of failure are frequently sown the first 

hour of the first day. Have a plan of organization all thought 
out. Adopt a temporary classification first. Then make 
changes as required. DeGraff's School-Room Guide, p. 294. 

6 Don't classify too high. Let merit be the test. Permit only as 

many branches as can be studied well, but be careful not to 
awaken the opposition of either the pupils or their parents. 

Rauh'sS. ilf.,p. 72. 

7 Don't forget that classification can not be done by machinery. 

Study your pupils. Promote and demote as found necessary. 
Complete permanent classification during first week. 

Baldwin's Art of Sch. Man., p. 101. 

8 Don't encourage one-sided development. The several branches 

should be kept abreast. Reading and arithmetic are made the 
basis of classification. Baldwin'' s Art of S. 31., p. 100. 

9 Don't have too many classes — organize as few as are consistent 

with good grading. Medium sized classes are best — say 10 to 
30 pupils. Baldivin's Art of S. M., p. 100. 

10 Don't fail to carefully classify or group your pupils in classes 
according to capacity or advancement. Proper classification 
enables the teacher to estimate the comparative progress of his 
pupils, makes teaching more effective, economizes time, stimu- 
lates pupils, cultivates attention. Raub's S. M., p. 68. 



PKOGRAMME 57 



PROGRAMME 

1 Don't fail to adapt your programme to the school. Specific em- 

ployment must be provided for each pupil during the entire 
day. Study, recitation, and recreation need to be wisely pro- 
portioned. Baldivin's Art of School Man., p. 255. 

2 Don't allow less than ten minutes to a recitation. Shorter recita- 

tions simply waste the time of both pupils and teacher. Take 
time for thorough work, but do not let the recitation exceed 
thirty minutes. Baldwin^ s Art of S. M., p. 256. 

3 Don't fail to arrange your programme so that each pupil will have 

a recitation during each of the school hours. Provide alterna- 
tion of study and recitation. Baldwin'' s Art of S. J/., p. 257. 

4 Don't fail to group classes in the same or related subjects. One 

hour to arithmetic, one to reading, one to spelling, etc., the 
Avhole school, as nearly as practicable, being engaged on the 
same subject. Baldwin's Art of School Man., p. 257. 

5 Don't forget that a good programme wisely used quadruples the 

efficiency of the schools, especially ungraded schools. But it 
takes a qualified teacher to adopt and adapt it. 

Baldwin's Art of School Management, p. 263. 

6 Don't try to work by a stereotyped programme or course of study. 

Others may state the principles which should guide. You 
must digest, arrange, adapt. Baldwin' s Art of S. M., p. 273. 

7 Don't fail to provide a well-arranged programme in which a 

definite period is fixed for each class-recitation, for every inter- 
mission, for interruptions, and for study. 

Baub's Sch. Man., p. 143. 

8 Don't allow any hobby, or any class, or grade of pupils to take too 

much time. All pupils and all studies should have their pro- 
portionate share of time and attention. Baub's S. M., p. 73. 

9 Don't fail to draw up a programme or plan of work. It lessens 

the labor of teaching, and makes the work more systematic and 
effective. DeGraff's School-Room Guide, p. 295. 

10 Don't be a slave of routine. Stick to some general purpose and 

plan, but secure the greatest possible variety of ways and 
means. Swett's Meth. of Teach., p. 95. 

11 Don't try to get along without a definite system of work. I can 

not tell you how much a school gains in method, in discipline, 
and in general efficiency, by closely adhering to a thoroughly 
well considered time-table. 

Fitch's Lectures on Teaching, p. 64. 



58 PEDAGOGICAL DON'TS 



GENERAL NOTES 

1 Don't regard your school as a kind of grist-mill, into whose 

''hopper" the grist is poured and all ground out together. 
But have regard for capacity, age, attainments, and individual 
needs. OrcutVs School Keeping, p. 138. 

2 Don't have a hobby, but give appropriate time and attention to 

every study laid down in the prescribed course of instruction. 

Swett's Meth. of Teach., p. 83. 

3 Don't be moody and variable. If you let down the bars to-day, 

the scholars will leap the fences to-morrow, and snap their, 
fingers at all barriers the day after. 

Orcutt's Teacher's Manual, p. 21. 

4 Don't forget that a good method of teaching favors self-teaching. 

If in accordance with nature it comprises Analysis and 
Synthesis. Payne's Lectures, p. 77. 

5 Don't fail to think out your methods before-hand. Make each 

exercise attractive. Illustrate fully. 

BeGraff's S,B.G.,p. 335. 

6 Don't forget that the several parts of our nature grow in strength 

by exercise, suitable in kind and in amount. 

Currie's Common School Ed., p. 6. 

7 Don't forget that definite ideas must originate as abstractions 

from perceptions. If they do not thus originate, they are not 
the product of one's own mental activity, but simply the assent 
of the understanding to the ideas of others. Frcebel. 

8 Don't forget that the primary principle of education, is the deter- 

mination of your pupils to self -activity. 

Rauh's Meth. of Teach., p. 22. 

9 Don't forget that it is a peculiarity of school education that it 

must be conducted so as to act upon large numbers simultane- 
ously. Currie's C. S. Ed., p. 9. 

10 Don't expect even with the very best teaching to make good 

scholars out of all your pupils. Swett's M. of T., p. 88. 

11 Don't expect your pupils to know as much as you do, and do not 

call them dull or stupid because they fail in things that seem 
easy to you. Swett's M.ofT.,^. 89. 

12 Don't encourage precocious children by rapid promotion or over- 

praise; rather hold them in check. Haub's Sch. Man., p. 42. 

13 Don't forget it is your duty to call into activity the observation, 

industry, love of learning, capacity for independent self-con- 
trol, of 'your pupils. Orcutt's T. M., p, 10. 



GENERAL NOTES 59 



14 Don't forget that you inust aAvaken interest. Cold iron can not be 

welded. Heat the iron and a few strokes do the work. Inter- 
est is mental heat; learning and memory are in proportion to the 
interest. No interest, no learning. 

Baldwin's Art of School Man., p. 288. 

15 Don't forget that a knowledge of the mental nature is of the 

greatest importance to the teacher. Study psychology, master 
the laws of the mind, and Vv'ork intelligently. 

Hoffman's Methods of Teaching, p. 14. 

16 Don't fail to be thorough in the mastery of subjects. Let each 

lesson be a review of previous lessons. *' Leave nothing 
unconquered behind." Baldwin's Art of S. M., p. 289. 

17 Don't use " bookish" language, nor ask long questions. Simple 

words and short, clear questions are best. 

Cyclopedia of Education, p. 241. 

18 Don't forget that human perfection is the grand aim of all well 

directed education. Mason's 1000 Ways, p. 73. 

19 Don't forget that a successful teacher must understand human 

nature. He must analyze the cause of actions and appeal to 
those that are proper, and restrain the improper. 

Coombs' s Sch. Man., p. 63. 

20 Don't deceive your pupils by holding impossibilities before them. 

You must fit them for life, not render them discontented. 

Coombs'' s S, it/., p. 69. 

21 Don't forget that indirect help is best. 

Payne's School Supervision, p. 71. 

22 Don't introduce into the lesson any matter which the pupils can- 

not understand. Wickersham's Methods of Instruction, p. 158. 

23 Don't fail to make use of Object Lessons. Make sure that the 

matter is not too hard, nor too easy; employ ample illustrations 
and experiments. Cyclopedia of Education, p. 241, 

24 Don't forget that a child is a germ put into the hands of the edu- 

cator, and it is his duty to supply the conditions necessary to 
its full development. 

Wickersham's Methods of Instruction, p. 142. 

25 Don't fail to attend to the moral education of your pupils. The 

most effective means are: Precepts, example, habit, exercise. 
Dictionary of Education, p. 213. 

26 Don't forget that before a child can gain any abstract ideas, as 

those of number, force, moral courage, some knowledge of 
concrete examples is necessary. Cyclopedia of Ed., p. 2. 

27 Don't forget that the child's physical, intellectual, and moral 

development alike depend on its self -activity. 

Cyclopedia of Education, p. 6. 



60 PEDAGOGICAL DON'TS 

28 Don't forget that to do a little well is worth more than doing 

much ill. Gill's School Man., p. 48. 

29 Don't assign too long lessons. You can then count on thorough 

preparation. Baldwin's Art of S. M., p. 329. 

30 Don't forget that as a general rule, a teacher should be on the 

look-out for things to praise, rather than for things to blame. 

Criirs S, 3L,-p.49. 

31 Don't forget that order does not mean merely freedom from dis- 

order. Law is perfect liberty to those who do right. It is 
only the violators who feel the limits of the law. 

Hughes's How to Keep Ch^der, p. 250. 

32 Don't think that stillness alone constitutes perfect order. 

Order is work systemized; duty done in the right way at the 
right time. Hughesh Order, p. 251. 

33 Don't forget that it is easier to execute " our " rules than '' my " 

rules. The teacher should be a constitutional ruler, not a 
tyrant. Hughes's Order, p. 277. 

34 Don't make any more rules than necessary. They should be 

made incidentally, as occasions demand them. 

Hughes's Order, p. 279. 

35 Don't forget that acquirements of every kind have two values — 

value as knowledge and value as discipline. 

Spencer on Education, p. 21. 

36 Don't make it your object simply to call forth mere exhibitions 

of capacity for which nature has given special talent, but to 
educate the powers which are comparatively weak up to a state 
in which the whole mind may act harmoniously. 

Ourrie's Common School Education, p. 10. 

37 Don't think that instruction is like water poured into a vessel ; it 

is like food which must be digested. 

Ourrie's Common School Ed., p. 62. 

38 Don't forget the aim of education, viz : 1. To develop the intel- 

lectual faculties, so as to produce robustness of mind and habits 
of ready and acute thinking. 2. To furnish the mind with 
knowledge for use. 3. To impart skill in the use of instru- 
mental knowledge. Page's T. and Prac. of Teaching, p. 102. 

39 Don't lecture to your pupils until you have somehow first kindled 

in them a living desire to know. 

Page's T. and P. of T.,^. 134. 

40 Don't fail to adapt the subject and the matter of the lesson to the 

capacity of the children to be taught. 

Rauh's Meth. of Teach., p. 22. 

41 Don't forget that the secret of developing the faculties is to give 

them much to do, and much inducement to do it. 

Swett'sM.ofT., p. 6. 



GENERAL NOTES ^ 



42 T>on't tie to any one author. Use several text books. Get the 
^' ^'viewsof dlffLent authors as you advance. I- that way you 

can plow a broader furrow. i^aipeia. ^ 

43 Don't forget that there are three wicks to the lamp of a mans 

Ufe : b!ain, blood, and breath. Keep them all in trim. ^^^^^^ 

44 Don't forget that every piece of knowledge, honestly acquired 

turns out to have unexpected relations with much other 
knowledge Fitch's Lectures on Teaching, p. 384. 

45 Don't push to extremes those who are gifted by nature with great 
'' ^'poVer of memory. Study your pupils. ^^I^^^^^- --- 

age, or push, as the case requires. Swett s M.of T. p. bl.^ 
4fi Dftii't anticipate difficulties, and seek to exemplify and explain 

iSi ''"''■'''" ^'' ''''' %:^^T':f^ 

47 Don'^t m'^take the readiness of a few clever children wbo are 

48 Don't'forget that it is what a child does for himself and by himself, 

under ...s. guidance, that educates ^im^^^^^^^^-^ ^^ ^^ ^ , ^ 

4Q T^nn't be a snv still be vigilant. Avoid showing anger; be patient; 

^ ^""Lcheeiful^v^^^ have confidence in 

y^ui work cultivate orderly habits ; beimpa^ti^; unite firni- 
ness with kindness. ^««^« '^^^^ 5?":^' 

50 Don't act rashly in the matter of classification. At first you may 

adopt your p^redecessor's classification, letting it be known that 
it may be only temporary, and is subject to change. Age and 
Srshiror average alility, are the eWefcnter^ on which 
to base classification. ^«^^ ' f ^- P* ^^• 

51 Don't promote too rapidly. There should be no hurry or cram- 

ming. Thorough proficiency is the proper basis. 

ming. xuu g i' ' Dictionary of Education, ip. 260. 

52 Don't fail to make your rules and methods plain to your pupils 

and show that they were adopted solely ^^' ^^J^J^^] ^^l""^ 

53 Don^texhattthe vitality of --^^ --X;^;,^]^^^*^.^^^!^^' 

children by too rapid promotion. Swett s M, oj l., p ^o 

54 Don't permit untruthfulness. 1. Find out the cause whether 

?gno?ance, thoughtlessness, selfishness, or innate tendency. 
2^ Point'outthl effect: loss of reputation character, and con- 
science. Cultivate honor. DeGrars S. E. G., p. 310. 

55 Don't excuse a class until the pupils give you in their own language 
^^ the leading, salient points of tl^e lesson-a summary, or digest 

of the whole. DeGraff's S, B. G., p. 31b. 



62 PEDAGOGICAL DON'TS 

56 Don't forget these five ways of correcting special offences: 1. By 

suggestion, advice, admonition. 2. By reproof — make it un- 
popular. 3. By restraint of personal liberties. 4. By sepa- 
ration of seat-mates. 5. By printed reports to parents. 

BeGraff's S. B. O., p. 308. 

57 Don't fail to have appropriate apparatus for every stage or grade 

of school instruction. Dictionary of Education, p. 24. 

58 Don't become a gossip-hunter. If need be, listen to what the 

tattlers have to say, but I caution you not to allow such idle 
words to create a prejudice against or to influence your actions 
toward any of your pupils or their parents. Don't depend on 
heresay. Orcutt^s School Keeping, p. 67. 

59 Don't fail to use right methods. The three words awaken, instruct, 

impress, suggest the leading ideas to be kept in view. 

Fitch's How to Teach, p. 55. 

60 Don't forget that whether the teacher be polite and courteous, or 

brusque and uncouth; whether attired neatly, showily, or with 
slovenliness; whether his conversation be frivilous or profit- 
able; whether his general deportment be sober or flippant — 
whatever his ways and habits, his scholars will watch him 
narrowly, and probably copy him closely. 

Fitch's How to Teach, p. 61. 

61 Don't forget that the Saxon element should predominate, when 

you are addressing children. The language of the Bible, and 
that of " Pilgrim's Progress" are models of Saxon simplicity 
and vigor. Fitch's How to Teach, p. 64. 

62 Don't use a long word where a short one will do. Call a spade a 

spade. Avoid the habit of interlarding your English with 
Latin and French phrases. Bean Alford. 

63 Don't crowd too many ideas, much less too many topics, into a 

single exercise. Fitch's How to Teach, p. 63. 

64 Don't underestimate the true value of method. The lesson may 

be compared to an arrow shot at a mark. The bow may be 
strong and elastic, the arm of the archer powerful, and his aim 
true; the arrow straight, sharp, and well-feathered; yet, if the 
wrong end be directed forward the missile will fall useless to 
the ground. Fitch's How to Teach, p. 65. 

65 Don't forget that when the desire of knowledge is once awakened, 

the work of teaching becomes easy. Rauh's S. M., p. 68. 

66 Don't forget that it is not well in laying down a school rule to say 

anything about the penalty which will fall upon those who 
transgress it. Don't threaten. Fitch's L. on T., p. 94. 

67 Don't forget the Delphic precept, "Know thyself." It is not 

only the door to philosophy but to all knowledge of human 
action and experience. White's Elements of Pedagogy, p. 10. 



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